3 hours a week, in the form of a lecture, face-to-face, or combined.
Student workload:
11x3 = 33 hours of direct teaching during the semester; 10 hours of two written assignments; 11 hours of independent continuous study, preparation for direct teaching, 30 hours of preparation for the final assessment, 2 hours of the final test. A total of 86 hours of student work.
Methods of mediating educational content:
Lecture, interpretation of individual topics with discussion on topics focusing on individual topics, demonstration of examples from history and the present, presentation of information through multimedia, group work, and brainstorming, application of comparative and critical thinking when assigned to identify, understand, assimilate, and compare necessary professional information according to subject topics, working with professional sources, searching in sources, processing professional texts on specified topics from sources.
Compulsory readings:
VANČOVÁ, A. a kol. 2010. Edukácia mentálne postihnutých: špeciálne metodiky predmetov špeciálnej základnej školy. Bratislava : Iris, 2010. ISBN 978-80-89256-53-2.
VANČOVÁ, A. 2005. Základy pedagogiky mentálne postihnutých. Bratislava : Sapientia, 2005. ISBN 80-968797-6-6.
VANČOVÁ, A. 2008. Pedagogika mentálne postihnutých (vybrané kapitoly). Bratislava : Mabag, 2008. ISBN 978-80-89113-55-2.
VANČOVÁ, A. a kol. 2010. Základy integratívnej (inkluzívnej) špeciálnej pedagogiky. Bratislava : Iris, 2010. ISBN 978-80-89238-37-8.
VANČOVÁ, A. 2001. Edukácia viacnásobne postihnutých. Bratislava : Sapientia, 2001. ISBN 80-967180-7-X.
Recommended readings:
VANČOVÁ, A. Integrovaný spôsob edukácie mentálne postihnutých: úvod do problematiky integrácie, inklúzie a segregácie osôb postihnutím, narušením a znevýhodnením. In: Edukácia mentálne postihnutých: špeciálne metodiky predmetov špeciálnej základnej školy. Bratislava : Iris, 2010. S. 410 – 499. ISBN 978-80-89256-53-2.
VANČOVÁ, A. 2010. Individuálny výchovno-vzdelávací program ako významný prostriedok napomáhajúci integrovanému vzdelávaniu žiakov so zdravotným znevýhodnením. In: Základy integratívnej (inkluzívnej) špeciálnej pedagogiky. Bratislava : Iris, 2010. S. 127 – 152. ISBN 978-80-89238-37-8.
VANČOVÁ, A. 2010. Špecifiká edukácie pracovného vyučovania. In: Edukácia mentálne postihnutých: špeciálne metodiky predmetov špeciálnej základnej školy. Bratislava : Iris, 2010. S. 251 – 273. ISBN 978-80-89256-53-2.
VANČOVÁ, A. 2010. Edukácia mentálne postihnutých v prípravnom ročníku špeciálnych základných škôl. In: Edukácia mentálne postihnutých : špeciálne metodiky predmetov špeciálnej základnej školy. Bratislava : Iris, 2010. S. 367-392. ISBN 978-80-89256-53-2.
VANČOVÁ, A. 2010. Špecifiká edukácie detí a žiakov s mentálnym postihnutím v špeciálnych základných školách a v špeciálnych triedach: transformácia inštitucionalizovanej edukácie a legislatívne zmeny ovplyvňujúce edukáciu mentálne postihnutých. In: Edukácia mentálne postihnutých: špeciálne metodiky predmetov špeciálnej základnej školy. Bratislava : Iris, 2010. S. 13 – 92. ISBN 978-80-89256-53-2.
VANČOVÁ, A. 2010. Praktická škola ako prvok v sústave špeciálnych škôl. In: Edukácia mentálne postihnutých: špeciálne metodiky predmetov špeciálnej základnej školy. Bratislava : Iris, 2010. S. 393 – 409. ISBN 978-80-89256-53-2.
BARTOŇOVÁ, M., BAZALOVÁ, M., PIPEKOVÁ, M. 2007. Psychopedie. Brno : Paido, 2007. ISBN 978-80-7315-144-7.
VALENTA, M., MULLER, O. 2003. Psychopedie. Praha : Parta, 2003. ISBN 80-7320-039-2.
Hlebová, B. (2016) Vybrané kapitoly zo špeciálnej didaktiky predmetov. Prešovská univerzita v Prešove
Štátne vzdelávacie programy pre deti a žiakov s mentálnym postihnutím
Relevantné právne a pedagogické normy
During the semester, each student prepares 2 written outputs, assignments according to the teachers' instructions, from individual thematic areas (each completed assignment max. 10 points, total for 2 assignments max. 20 points). The student must pass the final test (60 points), from the final test the student must obtain min. 50 % of points, i.e. 30 points. A student can get max. 20 points for an activity during individual lessons.
The condition for successful completion of the subject is obtaining at least 60 % of the maximum possible assessment of the subject.
The rating is given on a scale:
A (100 – 91 points, excellent – excellent results),
B (90 – 81 points, very good – above average standard),
C (80-73 points, good - ordinary reliable work),
D (72 – 66 points, satisfactorily – acceptable results),
E (65 – 60 points, sufficient – the results meet the minimum criteria),
Fx (59 – 0 points, insufficient – further additional work required).
At least 91 points are required to obtain a final grade A, at least 81 points to obtain a grade B, at least 73 points for a grade C, at least 66 points for a D and at least 60 points for an E grade. In order to successfully complete the subject, it is necessary to obtain at least 60 % of the point assessment.
A – excellent performance, the student acquired knowledge at the required level and to a sufficient extent, can critically evaluate it, combines previously acquired knowledge with new ones, systematizes them, created written outputs at the required level, outputs including the final test meet all the specified criteria and are in excellently transferred acquired knowledge.
B – excellent performance, the student acquired knowledge at the required level with slight deviations, critical thinking is at a high level but with minor deficiencies in the systematization of knowledge, he/she created written outputs with minor deficiencies, and the acquired knowledge is excellently transferred into them.
C – good performance, the student has acquired the required knowledge at an average level, critical thinking and evaluation is weakened, he/she can analyze the acquired knowledge, problems appear in the synthesis and linking of knowledge, he/she has created written outputs with certain 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 deficiencies, acquired knowledge is not transferred to them to a sufficient extent.
E – minimally acceptable performance, the student has acquired knowledge at a very low level, critical thinking fails, a more developed level of synthesis and generalization is absent, written outputs have serious deficiencies, they do not present adequately acquired knowledge from the given subject,
Fx – unacceptable performance, the student did not meet the conditions set by the teacher during the semester.
Slovak language and Czech language
The theory of the education of the intellectual and multiple disabled as part of the pedagogy of the intellectual and multiple disabled - goals, meaning, tasks, division, history. Education and educational rehabilitation of the intellectual and multiple disabled - meaning, goals, tasks, components, history. Relevant knowledge about the goals, tasks, processes, methods, forms, means, personnel, and material provision of the education of the intellectual and multiple disabled. Curriculum and methods of education for intellectual and multiple disabled. Educational programs for children and pupils with intellectual and multiple disabilities according to ISCED. The content and process side of the education of the intellectual and multiple disabled in special elementary schools. The content and process side of the education of the intellectual and multiple disabled in practical schools. The content and process side of the education of the intellectual and multiple disabled in vocational schools. Specifics of the education of intellectual and multiple disabled adults. Inclusive education of the intellectual and multiple disabled. Classification and evaluation of the results of education of the intellectual and multiple disabled. Special aids and support processes in the education of the intellectual and multiple disabled. Management of education. School and family cooperation. Relevant legal and pedagogical standards.
50/50
The student has mastered the goals, meaning, tasks, classification, history of the theory of education of the intellectual and multiple disabled. He/she got to know the meaning, goals, tasks, components, history of education and educational rehabilitation of the intellectual and multiple disabled. He/she acquired knowledge about the goals, tasks, process, methods, forms, means, personnel, and material provision of the education of the intellectual and multiple disabled. He/she mastered the curriculum and special methods of educating the intellectual and multiple disabled, as well as educational programs for children and pupils with intellectual and multiple disabilities according to ISCED. He/she gained knowledge about the content and process aspects of the education of the intellectual and multiple disabled in special schools. He/she mastered the specifics of educating intellectual and multiple disabled adults. He/she gained knowledge about the inclusive education of the intellectual and multiple disabled. Can apply the classification and evaluation of the results of the education of the intellectual and multiple disabled. He/she knows special aids and support processes in the education of the intellectual and multiple disabled. He/she became familiar with issues of education management and became familiar with the relevant pedagogical and legal standards.
3S
3 hours a week seminar/ for the period of study 33 hours, combined form.
Student workload:
33 hours of seminars through direct teaching, 12 hours of analysis of lessons, 9 hours for preparing the structure of the lesson and its presentation, a total of 54 hours.
Education Methods:
The basic method during the introductory lectures is the monologic method, lecture and explanation of the theoretical foundations of the subject. Combining teaching with practice and applying theoretical knowledge to practical examples is widely used. This is followed by a discussion of the topics covered. After acquiring basic information about the subject in the form of visual documentation, photos, and videos, first by observation, then by description of the students themselves, the analysis of the lessons and subsequent creation of the own structure of the lessons takes place.
Compulsory readings:
GRAMBLIČKOVÁ, K. 2010. Špecifiká edukácie vlastivedy a prírodovedných predmetov. In: Edukácia mentálne postihnutých. Bratislava: IRIS, 2010. ISBN 978-80-89256-53-2.
HLEBOVA, B. a kol. 2016. Vybrané kapitoly zo špeciálnej didaktiky predmetov (pre učiteľov žiakov s mentálnym postihnutím). Prešov: Prešovská univerzita v Prešove, 2016. ISBN 978-80- 555-1644-8.
Recommended readings:
VANČOVÁ, A. a kol. 2010. Edukácia mentálne postihnutých. Bratislava: IRIS, 2010. 978-80-89256-53-2.
VANČOVÁ, A. 2005. Základy pedagogiky mentálne postihnutých. Bratislava: Sapientia, 2005.ISBN 80-968797-6-6.
Vzdelávací program pre žiakov s mentálnym postihnutím pre primárne vzdelávanie. Bratislava: ŠPÚ, 2016.
Učebnice fyziky, chémie, biológie a vecného učenia pre žiakov špeciálnych základných škôl
The evaluation consists of the evaluation of the processing of the given topic and its presentation in the colloquium. A student can get a maximum of 100 points.
It is necessary to obtain at least 91 points for the grade A, at least 81 points for the grade B, at least 73 points for the grade C, at least 66 points for the grade D and at least 60 points for the grade E. At least 60 points must be obtained for successful completion of the subject.
The rating is given on a scale:
A (100-91 %, excellent - excellent results), the student knows/masters/creates/critically evaluates,
B (90-81 %, very good - above average standard), student knows/masters/critical thinking is borderline,
C (80-73 %, good – regular reliable work), the student knows/has learned, but cannot apply in practice,
D (72-66 %, satisfactorily - acceptable results), the student partially knows/however did not learn enough,
E (65-60 %, sufficient – the results meet the minimum criteria), the student knows at least/has not studied enough,
Fx (59-0 %, insufficient - additional work is required), the student has not acquired the necessary knowledge, skills.
Slovak language
• Objectives, tasks, and content of the subject learning, biology, chemistry, and physics curriculum at SPS.
• Methodical analysis of the curriculum, practical demonstrations, and exercises.
• Creation and didactic analysis of the content of textbooks in science subjects.
• Organization of the teaching process in subjects of natural science.
• Activating methods in the education of subjects in natural sciences.
• Didactic resources and material equipment for subjects in natural sciences in primary education.
• Practical examples from lessons of individual subjects.
• New trends in the teaching of natural science subjects in special primary schools.
• Educational use of natural science curriculum.
50/50
After completing the subject, the student will have knowledge in the field of didactics of natural science subjects, while confirming this knowledge on the basis of linking theory with practical examples.
The student can apply the acquired theoretical knowledge to practical skills by developing model preparations to teach individual topics from the content of the education of natural science subjects for students with intellectual disabilities. Therefore, it can be effectively implemented in practice during the preparation of lessons and also improve communication and pedagogical skills, which are irreplaceable when teaching students with intellectual disabilities.
3S
3 hours a week seminar/ for the period of study 33 hours, combined form.
Student workload:
33 hours of seminars through direct teaching, 12 hours of analysis of lessons, 9 hours for preparing the structure of the lesson and its presentation, a total of 54 hours.
Education Methods:
The basic method during the introductory lectures is the monologic method, lecture and explanation of the theoretical foundations of the subject. Combining teaching with practice and applying theoretical knowledge to practical examples is widely used. This is followed by a discussion of the topics covered. After acquiring basic information about the subject in the form of visual documentation, photos, and videos, first by observation, then by description of the students themselves, the analysis of the lessons and subsequent creation of the own structure of the lessons takes place.
Compulsory readings:
GRAMBLIČKOVÁ, K. 2010. Špecifiká edukácie vlastivedy a prírodovedných predmetov. In: Edukácia mentálne postihnutých. Bratislava: IRIS, 2010. ISBN 978-80-89256-53-2.
HLEBOVA, B. a kol. 2016. Vybrané kapitoly zo špeciálnej didaktiky predmetov (pre učiteľov žiakov s mentálnym postihnutím). Prešov: Prešovská univerzita v Prešove, 2016. ISBN 978-80- 555-1644-8.
Recommended readings:
VANČOVÁ, A. a kol. 2010. Edukácia mentálne postihnutých. Bratislava: IRIS, 2010. 978-80-89256-53-2.
VANČOVÁ, A. 2005. Základy pedagogiky mentálne postihnutých. Bratislava: Sapientia, 2005.ISBN 80-968797-6-6.
Vzdelávací program pre žiakov s mentálnym postihnutím pre primárne vzdelávanie. Bratislava: ŠPÚ, 2016.
Učebnice fyziky, chémie, biológie a vecného učenia pre žiakov špeciálnych základných škôl
The evaluation consists of the evaluation of the processing of the given topic and its presentation in the colloquium. A student can get a maximum of 100 points.
It is necessary to obtain at least 91 points for the grade A, at least 81 points for the grade B, at least 73 points for the grade C, at least 66 points for the grade D and at least 60 points for the grade E. At least 60 points must be obtained for successful completion of the subject.
The rating is given on a scale:
A (100-91 %, excellent - excellent results), the student knows/masters/creates/critically evaluates,
B (90-81 %, very good - above average standard), student knows/masters/critical thinking is borderline,
C (80-73 %, good – regular reliable work), the student knows/has learned, but cannot apply in practice,
D (72-66 %, satisfactorily - acceptable results), the student partially knows/however did not learn enough,
E (65-60 %, sufficient – the results meet the minimum criteria), the student knows at least/has not studied enough,
Fx (59-0 %, insufficient - additional work is required), the student has not acquired the necessary knowledge, skills.
Slovak language
• Objectives, tasks, and content of the subject learning, biology, chemistry, and physics curriculum at SPS.
• Methodical analysis of the curriculum, practical demonstrations, and exercises.
• Creation and didactic analysis of the content of textbooks in science subjects.
• Organization of the teaching process in subjects of natural science.
• Activating methods in the education of subjects in natural sciences.
• Didactic resources and material equipment for subjects in natural sciences in primary education.
• Practical examples from lessons of individual subjects.
• New trends in the teaching of natural science subjects in special primary schools.
• Educational use of natural science curriculum.
50/50
After completing the subject, the student will have knowledge in the field of didactics of natural science subjects, while confirming this knowledge on the basis of linking theory with practical examples.
The student can apply the acquired theoretical knowledge to practical skills by developing model preparations to teach individual topics from the content of the education of natural science subjects for students with intellectual disabilities. Therefore, it can be effectively implemented in practice during the preparation of lessons and also improve communication and pedagogical skills, which are irreplaceable when teaching students with intellectual disabilities.
3S
3 hours per week seminar/ per study period 33 hours, combined form
Student workload:
33 hours of seminars by direct teaching, 12 hours of lesson analysis, 9 hours for preparation of lesson structure and its presentation - 54 hours in total.
Learning methods:
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. This is followed by a discussion of the topics discussed. After acquiring basic information about the subject in the form of visual documentation, photographs and videos, the analysis of the lessons and the subsequent creation of the actual structure of the lessons is carried out first by observation and later by the students' own descriptions.
Compulsory readings:
GRAMBLIČKOVÁ, K. 2010. Špecifiká edukácie vlastivedy a prírodovedných predmetov. In: Edukácia mentálne postihnutých. Bratislava: IRIS, 2010. ISBN 978-80-89256-53-2.
HLEBOVA, B. a kol. 2016. Vybrané kapitoly zo špeciálnej didaktiky predmetov (pre učiteľov žiakov s mentálnym postihnutím). Prešov: Prešovská univerzita v Prešove, 2016. ISBN 978-80- 555-1644-8.
Recommended readings:
VANČOVÁ, A. a kol. 2010. Edukácia mentálne postihnutých. Bratislava: IRIS, 2010. 978-80-89256-53-2.
VANČOVÁ, A. 2005. Základy pedagogiky mentálne postihnutých. Bratislava: Sapientia, 2005. ISBN 80-968797-6-6.
Vzdelávací program pre žiakov s mentálnym postihnutím pre primárne vzdelávanie. Bratislava: ŠPÚ, 2016.
Učebnice spoločenskovedných predmetov pre žiakov špeciálnych základných škôl.
The evaluation consists of an assessment of the elaboration of the assigned topic and its presentation in the colloquium. The student can obtain a maximum of 100 points.
A grade A requires at least 91 points, a grade B requires at least 81 points, a grade C requires at least 73 points, a grade D requires at least 66 points and a grade E requires at least 60 points. 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), student has not acquired the necessary knowledge, skills
Slovak language
• Goals, tasks and content of geography, history, civic education, history of home science at primary school.
• Methodological analysis of the curriculum, practical examples and exercises.
• Didactic analysis of the content of textbooks in social science subjects.
• Organization of the teaching process in social science subjects.
• Activating methods in the education of social science subjects.
• Didactic means and material equipment of social science subjects in primary schools.
• Practical examples of teaching lessons of individual subjects.
• New trends in the teaching of social science subjects in primary schools.
. 9. Educational use of social science curriculum.
50/50
After completing the course, the student will have knowledge in the field of didactics of social science subjects, and he/she will consolidate this knowledge by linking theory with practical demonstrations.
The student will be able to apply the acquired theoretical knowledge to practical skills by developing model preparations for teaching individual topics from the content of social studies education to pupils with intellectual disabilities. Thus, he/she will be able to effectively implement in practice in the preparation of lessons and will also improve communication and pedagogical skills, which are indispensable in teaching pupils with intellectual disabilities.
3S
3 hours per week seminar/ per study period 33 hours, combined form
Student workload:
33 hours of seminars by direct teaching, 12 hours of lesson analysis, 9 hours for preparation of lesson structure and its presentation - 54 hours in total.
Learning methods:
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. This is followed by a discussion of the topics discussed. After acquiring basic information about the subject in the form of visual documentation, photographs and videos, the analysis of the lessons and the subsequent creation of the actual structure of the lessons is carried out first by observation and later by the students' own descriptions.
Compulsory readings:
GRAMBLIČKOVÁ, K. 2010. Špecifiká edukácie vlastivedy a prírodovedných predmetov. In: Edukácia mentálne postihnutých. Bratislava: IRIS, 2010. ISBN 978-80-89256-53-2.
HLEBOVA, B. a kol. 2016. Vybrané kapitoly zo špeciálnej didaktiky predmetov (pre učiteľov žiakov s mentálnym postihnutím). Prešov: Prešovská univerzita v Prešove, 2016. ISBN 978-80- 555-1644-8.
Recommended readings:
VANČOVÁ, A. a kol. 2010. Edukácia mentálne postihnutých. Bratislava: IRIS, 2010. 978-80-89256-53-2.
VANČOVÁ, A. 2005. Základy pedagogiky mentálne postihnutých. Bratislava: Sapientia, 2005. ISBN 80-968797-6-6.
Vzdelávací program pre žiakov s mentálnym postihnutím pre primárne vzdelávanie. Bratislava: ŠPÚ, 2016.
Učebnice spoločenskovedných predmetov pre žiakov špeciálnych základných škôl.
The evaluation consists of an assessment of the elaboration of the assigned topic and its presentation in the colloquium. The student can obtain a maximum of 100 points.
A grade A requires at least 91 points, a grade B requires at least 81 points, a grade C requires at least 73 points, a grade D requires at least 66 points and a grade E requires at least 60 points. 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), student has not acquired the necessary knowledge, skills
Slovak language
• Goals, tasks and content of geography, history, civic education, history of home science at primary school.
• Methodological analysis of the curriculum, practical examples and exercises.
• Didactic analysis of the content of textbooks in social science subjects.
• Organization of the teaching process in social science subjects.
• Activating methods in the education of social science subjects.
• Didactic means and material equipment of social science subjects in primary schools.
• Practical examples of teaching lessons of individual subjects.
• New trends in the teaching of social science subjects in primary schools.
. 9. Educational use of social science curriculum.
50/50
After completing the course, the student will have knowledge in the field of didactics of social science subjects, and he/she will consolidate this knowledge by linking theory with practical demonstrations.
The student will be able to apply the acquired theoretical knowledge to practical skills by developing model preparations for teaching individual topics from the content of social studies education to pupils with intellectual disabilities. Thus, he/she will be able to effectively implement in practice in the preparation of lessons and will also improve communication and pedagogical skills, which are indispensable in teaching pupils with intellectual disabilities.
26sO
Presentation form.
Student's workload: 5 x 5 hours +1 hour of special education practice at a contract training school = 26 hours; 24 hours of preparation for educational activities, 30 hours of preparation of written work. TOTAL: 80 hours of student work.
Methods of education: interpretation, instruction, guided discussion on the completion of the practice, application of theoretical knowledge in practice
Compulsory readings:
VZDELÁVACÍ PROGRAM PRE ŽIAKOV S MENTÁLNYM POSTIHNUTÍM PRIMÁRNE VZDELÁVANIE. 2016. Dostupné na internete: https://www.statpedu.sk/files/sk/deti-ziaci-so-svvp/deti-ziaci-so-zdravotnym-znevyhodnenim-vseobecnym-intelektovym-nadanim/vzdelavacie-programy/vzdelavacie-programy-ziakov-so-zdravotnym-znevyhodnenim-vseobecnym-intelektovym-nadanim/zakladne-vzdelavanie-primarne-vzdelavanie-nizsie-stredne-vzdelavanie/vp_pre_ziakov_s_mentalnym_postihnutim.pdf
Recommended readings:
VANČOVÁ, A. a kol. 2010. Edukácia mentálne postihnutých. 1. vyd. Bratislava : IRIS, 2010. ISBN 9788089256532.
During the course of the semester, the completion of the practicum and the preparation of one written paper (class preparation and hospital records) will be evaluated for 50 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 scores less than 15 points in either of the two conditions. To pass the course, a score of at least 60% is required.
The grade is awarded on a scale:
A (100-91%, excellent performance, the student has practically mastered the teaching process / appropriately chosen methods, forms, means and organization of work / creates / critically evaluates)
B (90-81%, excellent performance, the student has practically mastered the teaching process/appropriately chosen methods, forms, means and organisation of work, creates/ but critical thinking is borderline),
C (80-73%, good performance, student has mastered the teaching process/appropriately selected methods, forms, means and organization of work, but cannot apply to practice),
D (72-66%, acceptable performance, the student has satisfactorily mastered the teaching process/appropriately selected methods, forms, means and organization of work, but cannot apply to practice),
E (65-60%, satisfactory performance, the student meets the minimum criteria in the knowledge acquired, but cannot apply to practice),
Fx (59-0%, insufficient performance, student does not meet the set criteria, cannot apply to practice).
Slovak language
• Introductory practice meeting. Familiarization of students with the course of practice - basic instructions.
• Continuous practice. Initial introduction to the content, aim, methods and forms of work with pupils with intellectual disabilities in the educational process of specific subjects. Hospitalization in specific subject classes, analysis of the teaching process from the special pedagogical aspect. Specific subjects - methodological preparation for educational activity. Educational activity of specific subjects of pupils with intellectual disabilities under supervision of experts. Analysis of educational activity from the special-pedagogical aspect. Evaluation of practice, reflection and self-reflection of students.
• Final practice meeting. Evaluation of the results of the written work - five preparations and five reflections of the educational activities.
100/0
The internship will enable students to acquire the necessary skills to analyze educational and educational-rehabilitation processes in schools for pupils with mental disabilities with an emphasis on gaining direct experience in creative work with pupils, applying theoretical knowledge and practical skills in practical outputs.
Students will acquire the ability to choose adequate educational methods in relation to specific diagnoses of pupils, to choose and apply adequate methodologies of individual teaching subjects in the framework of education of pupils with intellectual disabilities in integrated conditions. At the same time, they will acquire communication and organizational competences related to the role of a special educator.
26sO
Presentation form.
Student's workload: 5 x 5 hours +1 hour of special education practice at a contract training school = 26 hours; 24 hours of preparation for educational activities, 30 hours of preparation of written work. TOTAL: 80 hours of student work.
Methods of education: interpretation, instruction, guided discussion on the completion of the practice, application of theoretical knowledge in practice
Compulsory readings:
VZDELÁVACÍ PROGRAM PRE ŽIAKOV S MENTÁLNYM POSTIHNUTÍM PRIMÁRNE VZDELÁVANIE. 2016. Dostupné na internete: https://www.statpedu.sk/files/sk/deti-ziaci-so-svvp/deti-ziaci-so-zdravotnym-znevyhodnenim-vseobecnym-intelektovym-nadanim/vzdelavacie-programy/vzdelavacie-programy-ziakov-so-zdravotnym-znevyhodnenim-vseobecnym-intelektovym-nadanim/zakladne-vzdelavanie-primarne-vzdelavanie-nizsie-stredne-vzdelavanie/vp_pre_ziakov_s_mentalnym_postihnutim.pdf
Recommended readings:
VANČOVÁ, A. a kol. 2010. Edukácia mentálne postihnutých. 1. vyd. Bratislava : IRIS, 2010. ISBN 9788089256532.
During the course of the semester, the completion of the practicum and the preparation of one written paper (class preparation and hospital records) will be evaluated for 50 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 scores less than 15 points in either of the two conditions. To pass the course, a score of at least 60% is required.
The grade is awarded on a scale:
A (100-91%, excellent performance, the student has practically mastered the teaching process / appropriately chosen methods, forms, means and organization of work / creates / critically evaluates)
B (90-81%, excellent performance, the student has practically mastered the teaching process/appropriately chosen methods, forms, means and organisation of work, creates/ but critical thinking is borderline),
C (80-73%, good performance, student has mastered the teaching process/appropriately selected methods, forms, means and organization of work, but cannot apply to practice),
D (72-66%, acceptable performance, the student has satisfactorily mastered the teaching process/appropriately selected methods, forms, means and organization of work, but cannot apply to practice),
E (65-60%, satisfactory performance, the student meets the minimum criteria in the knowledge acquired, but cannot apply to practice),
Fx (59-0%, insufficient performance, student does not meet the set criteria, cannot apply to practice).
Slovak language
• Introductory practice meeting. Familiarization of students with the course of practice - basic instructions.
• Continuous practice. Initial introduction to the content, aim, methods and forms of work with pupils with intellectual disabilities in the educational process of specific subjects. Hospitalization in specific subject classes, analysis of the teaching process from the special pedagogical aspect. Specific subjects - methodological preparation for educational activity. Educational activity of specific subjects of pupils with intellectual disabilities under supervision of experts. Analysis of educational activity from the special-pedagogical aspect. Evaluation of practice, reflection and self-reflection of students.
• Final practice meeting. Evaluation of the results of the written work - five preparations and five reflections of the educational activities.
100/0
The internship will enable students to acquire the necessary skills to analyze educational and educational-rehabilitation processes in schools for pupils with mental disabilities with an emphasis on gaining direct experience in creative work with pupils, applying theoretical knowledge and practical skills in practical outputs.
Students will acquire the ability to choose adequate educational methods in relation to specific diagnoses of pupils, to choose and apply adequate methodologies of individual teaching subjects in the framework of education of pupils with intellectual disabilities in integrated conditions. At the same time, they will acquire communication and organizational competences related to the role of a special educator.
1S+1C
2 hours per week seminar+exercise/ for the study period 22 hours, combined form
Student workload:
22 hours of lectures by direct teaching, 14 hours of preparation for mid-term assessment in the form of a test, 14 hours for preparation of the lesson structure and its presentation - 50 hours in total.
Teaching methods:
The basic method during the introductory lectures is the monological method - lecture and explanation of the theoretical background of the subject. The combination of teaching with practice and the application of theoretical knowledge to practical examples is widely applied. This is followed by a discussion of the topics discussed. After acquiring basic information about the subject in the form of visual documentation, the analysis of the lessons and the subsequent creation of the actual structure of the lessons is carried out first by observation and later by the students' own descriptions.
Compulsory readings:
GAVORA, P. 1992. Žiak a text. Bratislava: SPN, 1992. ISBN 80-08-00333-2.
RÖSSLEROVÁ, SLÁVIKOVÁ, H. 2009. Práca s umeleckým textom. Bratislava: SPN, 2009. ISBN 978-80-10-01736-2.
VANČOVÁ, A. 2010. Edukácia mentálne postihnutých - Špeciálne metodiky predmetov špeciálnej základnej školy. Bratislava: IRIS, 2010. ISBN 978-80-89256-53-2.
Recommended readings:
ŠULOVSKÁ, M. 2012. Realizácia projektu „Čítanie so psíkom“. In Aktuálne otázky teórie a praxe aktivít a terapie s asistenciou psov (canisterapie). Prešov: Filozofická fakulta PU, 2012, s. 44-52. ISBN 978-80-970859-1-9.
ŠUPŠÁKOVÁ, B. 1998. Písmo a písanie. Bratislava: Univerzita Komenského, 1998. ISBN 80-223-1293-2.
VANČOVÁ, A. 2005. Základy pedagogiky mentálne postihnutých. Bratislava: Sapientia, 2005. ISBN 80-968797-6-6.
VAŠEK, Š. 1999. K niektorým osobitostiam vývinu čítania u postihnutých detí. In Paedagogica Specialis XX, Bratislava: Univerzita Komenského, 1999, s. 117-124. ISBN 80-223-1344-0.
Vzdelávací program pre žiakov s mentálnym postihnutím.
Učebnice, pracovné zošity a metodické príručky k predmetu slovenský jazyk a literatúra na ŠZŠ.
The assessment consists of a written test of the acquired knowledge and an evaluation of the processing of the assigned topic and its presentation in a colloquium. The student can obtain a maximum of 100 points - 60 points from the test and 40 points from the preparation and presentation.
A grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points and a grade of E requires at least 60 points. To pass the course you must obtain at least 60 points.
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), student has not acquired the necessary knowledge, skills
Slovak language
• Special didactics and methodology of Slovak language and literature - conception, subject.
• Brief characteristics of the content of Slovak language and literature education in educational programmes.
• Teacher preparation for teaching. Teaching methods used in Slovak language and literature classes.
• The process of acquisition of reading, writing and spelling by pupils with intellectual disabilities.
• Characteristics of folklore and possibilities of its use in reading and literature lessons.
• Aesthetic interaction in the process of teaching reading and literature.
• Specifics of teaching the subject in multi-grade classrooms.
50/50
The student is able to apply the acquired theoretical knowledge to practical skills by developing model preparations from Slovak language and literature for pupils with mental disabilities for teaching selected topics with emphasis on their methodological procedure.
In this way, he/she will be able to implement effectively in practice in the preparation of lessons and will also improve communication and pedagogical skills, which are indispensable in teaching pupils with intellectual disabilities. Slovak Language and Literature also requires sophistication of speech and expression, which students are encouraged to develop through this course.
1S+1C
2 hours per week seminar+exercise/ for the study period 22 hours, combined form
Student workload:
22 hours of lectures by direct teaching, 14 hours of preparation for mid-term assessment in the form of a test, 14 hours for preparation of the lesson structure and its presentation - 50 hours in total.
Teaching methods:
The basic method during the introductory lectures is the monological method - lecture and explanation of the theoretical background of the subject. The combination of teaching with practice and the application of theoretical knowledge to practical examples is widely applied. This is followed by a discussion of the topics discussed. After acquiring basic information about the subject in the form of visual documentation, the analysis of the lessons and the subsequent creation of the actual structure of the lessons is carried out first by observation and later by the students' own descriptions.
Compulsory readings:
GAVORA, P. 1992. Žiak a text. Bratislava: SPN, 1992. ISBN 80-08-00333-2.
RÖSSLEROVÁ, SLÁVIKOVÁ, H. 2009. Práca s umeleckým textom. Bratislava: SPN, 2009. ISBN 978-80-10-01736-2.
VANČOVÁ, A. 2010. Edukácia mentálne postihnutých - Špeciálne metodiky predmetov špeciálnej základnej školy. Bratislava: IRIS, 2010. ISBN 978-80-89256-53-2.
Recommended readings:
ŠULOVSKÁ, M. 2012. Realizácia projektu „Čítanie so psíkom“. In Aktuálne otázky teórie a praxe aktivít a terapie s asistenciou psov (canisterapie). Prešov: Filozofická fakulta PU, 2012, s. 44-52. ISBN 978-80-970859-1-9.
ŠUPŠÁKOVÁ, B. 1998. Písmo a písanie. Bratislava: Univerzita Komenského, 1998. ISBN 80-223-1293-2.
VANČOVÁ, A. 2005. Základy pedagogiky mentálne postihnutých. Bratislava: Sapientia, 2005. ISBN 80-968797-6-6.
VAŠEK, Š. 1999. K niektorým osobitostiam vývinu čítania u postihnutých detí. In Paedagogica Specialis XX, Bratislava: Univerzita Komenského, 1999, s. 117-124. ISBN 80-223-1344-0.
Vzdelávací program pre žiakov s mentálnym postihnutím.
Učebnice, pracovné zošity a metodické príručky k predmetu slovenský jazyk a literatúra na ŠZŠ.
The assessment consists of a written test of the acquired knowledge and an evaluation of the processing of the assigned topic and its presentation in a colloquium. The student can obtain a maximum of 100 points - 60 points from the test and 40 points from the preparation and presentation.
A grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points and a grade of E requires at least 60 points. To pass the course you must obtain at least 60 points.
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), student has not acquired the necessary knowledge, skills
Slovak language
• Special didactics and methodology of Slovak language and literature - conception, subject.
• Brief characteristics of the content of Slovak language and literature education in educational programmes.
• Teacher preparation for teaching. Teaching methods used in Slovak language and literature classes.
• The process of acquisition of reading, writing and spelling by pupils with intellectual disabilities.
• Characteristics of folklore and possibilities of its use in reading and literature lessons.
• Aesthetic interaction in the process of teaching reading and literature.
• Specifics of teaching the subject in multi-grade classrooms.
50/50
The student is able to apply the acquired theoretical knowledge to practical skills by developing model preparations from Slovak language and literature for pupils with mental disabilities for teaching selected topics with emphasis on their methodological procedure.
In this way, he/she will be able to implement effectively in practice in the preparation of lessons and will also improve communication and pedagogical skills, which are indispensable in teaching pupils with intellectual disabilities. Slovak Language and Literature also requires sophistication of speech and expression, which students are encouraged to develop through this course.
1S+1C
2 hours per week seminar+exercise/ for the study period 22 hours, combined form
Student workload:
22 hours of lectures by direct teaching, 14 hours of preparation for mid-term assessment in the form of a test, 14 hours for preparation of the lesson structure and its presentation - 50 hours in total.
Teaching methods:
The basic method during the introductory lectures is the monological method - lecture and explanation of the theoretical background of the subject. The combination of teaching with practice and the application of theoretical knowledge to practical examples is widely applied. This is followed by a discussion of the topics discussed. After acquiring basic information about the subject in the form of visual documentation, the analysis of the lessons and the subsequent creation of the actual structure of the lessons is carried out first by observation and later by the students' own descriptions.
Compulsory readings:
ŠULOVSKÁ, M. 2013. Impact of information and communication technology on interest of student in respect of mathematics from the teachers point of view. In Paedagogica specialis 27, Praha: Knihy nejen por bohaté, 2013, s. 223-237.
VANČOVÁ, A. 2010. Edukácia mentálne postihnutých - Špeciálne metodiky predmetov špeciálnej základnej školy. Bratislava: IRIS, 2010. ISBN 978-80-89256-53-2.
Recommended readings:
VALENTA, M., MŰLLER, O. 2009. Psychopedie. Praha: Parta, 2009. ISBN 978-80-7320-1371
VANČOVÁ, A. 2005. Základy pedagogiky mentálne postihnutých. Bratislava: Sapientia, 2005. ISBN 80-968797-6-6.
Učebnice, pracovné zošity, metodické príručky pre učiteľov matematiky na špeciálnych základných školách.
The assessment consists of a written test of the acquired knowledge and an evaluation of the processing of the assigned topic and its presentation in a colloquium. The student can obtain a maximum of 100 points - 60 points from the test and 40 points from the preparation and presentation.
A grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points and a grade of E requires at least 60 points. To pass the course you must obtain at least 60 points.
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), student has not acquired the necessary knowledge, skills
Slovak language and Czech language and English language
• The content of mathematics curriculum at primary school - methodological analysis of the curriculum, practical examples and exercises.
• The content of the curriculum of computer science education at primary school, changes resulting from the new concept of education.
• Didactic aids in the mathematics lesson at the primary school.
• Structure of the mathematics lesson in terms of its objective.
• Structure of a mathematics lesson in a class with combined grades.
• The application of didactic principles in mathematics in primary school.
• Forms and methods of teaching mathematics and computer education.
• New trends in the teaching of mathematics in primary schools.
• Creation of thematic educational plans.
• Evaluation of the results of mathematics education and informatics education.
50/50
The student is able to apply the acquired theoretical knowledge to practical skills by developing model preparations in mathematics and computer science education for pupils with intellectual disabilities for teaching selected topics with emphasis on their methodological procedure.
In this way, he/she will be able to implement effectively in practice in the preparation of lessons and will also improve communication and pedagogical skills, which are indispensable in teaching pupils with intellectual disabilities. At the same time, the aim of the course is to promote analytical and critical thinking in the student.
1S+1C
2 hours per week seminar+exercise/ for the study period 22 hours, combined form
Student workload:
22 hours of lectures by direct teaching, 14 hours of preparation for mid-term assessment in the form of a test, 14 hours for preparation of the lesson structure and its presentation - 50 hours in total.
Teaching methods:
The basic method during the introductory lectures is the monological method - lecture and explanation of the theoretical background of the subject. The combination of teaching with practice and the application of theoretical knowledge to practical examples is widely applied. This is followed by a discussion of the topics discussed. After acquiring basic information about the subject in the form of visual documentation, the analysis of the lessons and the subsequent creation of the actual structure of the lessons is carried out first by observation and later by the students' own descriptions.
Compulsory readings:
ŠULOVSKÁ, M. 2013. Impact of information and communication technology on interest of student in respect of mathematics from the teachers point of view. In Paedagogica specialis 27, Praha: Knihy nejen por bohaté, 2013, s. 223-237.
VANČOVÁ, A. 2010. Edukácia mentálne postihnutých - Špeciálne metodiky predmetov špeciálnej základnej školy. Bratislava: IRIS, 2010. ISBN 978-80-89256-53-2.
Recommended readings:
VALENTA, M., MŰLLER, O. 2009. Psychopedie. Praha: Parta, 2009. ISBN 978-80-7320-1371
VANČOVÁ, A. 2005. Základy pedagogiky mentálne postihnutých. Bratislava: Sapientia, 2005. ISBN 80-968797-6-6.
Učebnice, pracovné zošity, metodické príručky pre učiteľov matematiky na špeciálnych základných školách.
The assessment consists of a written test of the acquired knowledge and an evaluation of the processing of the assigned topic and its presentation in a colloquium. The student can obtain a maximum of 100 points - 60 points from the test and 40 points from the preparation and presentation.
A grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points and a grade of E requires at least 60 points. To pass the course you must obtain at least 60 points.
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), student has not acquired the necessary knowledge, skills
Slovak language and Czech language and English language
• The content of mathematics curriculum at primary school - methodological analysis of the curriculum, practical examples and exercises.
• The content of the curriculum of computer science education at primary school, changes resulting from the new concept of education.
• Didactic aids in the mathematics lesson at the primary school.
• Structure of the mathematics lesson in terms of its objective.
• Structure of a mathematics lesson in a class with combined grades.
• The application of didactic principles in mathematics in primary school.
• Forms and methods of teaching mathematics and computer education.
• New trends in the teaching of mathematics in primary schools.
• Creation of thematic educational plans.
• Evaluation of the results of mathematics education and informatics education.
50/50
The student is able to apply the acquired theoretical knowledge to practical skills by developing model preparations in mathematics and computer science education for pupils with intellectual disabilities for teaching selected topics with emphasis on their methodological procedure.
In this way, he/she will be able to implement effectively in practice in the preparation of lessons and will also improve communication and pedagogical skills, which are indispensable in teaching pupils with intellectual disabilities. At the same time, the aim of the course is to promote analytical and critical thinking in the student.
2S/week; seminar, 22 hours total per semester, combined method.
Student workload:
11x 2 hours of direct teaching = 22 hours; 14 hours preparation of seminar work; 20 hours preparation for mid-term evaluation. A total of 56 hours of student work.
Learning methods:
Monological methods - lecturing; dialogical methods - interview, guided discussion on the topic covered; situational methods - case studies, problem-based methods - problem-based interpretation, staging methods - structured and unstructured role-playing; practical methods - voice training; application of theoretical knowledge to practical examples.
Compulsory readings:
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
OSVALDOVÁ, M. 2015. Muzikoterapia ako intervenčný dynamizmus u osôb s postihnutím. Bratislava: Iris, 2015. 216 s. ISBN 978-80-89726-47-1.
Recommended readings:
SEDLÁK, F.1985. Didaktika hudební výchovy 1. Praha: SPN, 1985.
UČEBNICE A METODICKÉ PRÍRUČKY Z HUDOBNEJ VÝCHOVY PRE ŠZŠ.
VZDELÁVACÍ PROGRAM PRE ŽIAKOV S MENTÁLNYM POSTIHNUTÍM – primárne vzdelávanie. 2016. Dostupné na internete: https://www.statpedu.sk/files/sk/deti-ziaci-so-svvp/deti-ziaci-so-zdravotnym-znevyhodnenim-vseobecnym-intelektovym-nadanim/vzdelavacie-programy/vzdelavacie-programy-ziakov-so-zdravotnym-znevyhodnenim-vseobecnym-intelektovym-nadanim/zakladne-vzdelavanie-primarne-vzdelavanie-nizsie-stredne-vzdelavanie/vp_pre_ziakov_s_mentalnym_postihnutim.pdf
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 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 language and Czech language
• The content of HV education for pupils with intellectual disabilities at younger school age in the SHS (A var) according to the curriculum.
• Content of HV education for pupils with intellectual disabilities of older school age in the School of Education (A var) according to the educational programme.
• Specific features of HV education with the use of elements of music therapy in primary school B variant, C variant.
• Vocal activities, vocal education, hygiene of children's voice, the process of song acquisition by singing.
• The importance of using the concept of Orff Schulwerk in (music) education of the mentally handicapped, rhythmization and melodization of musical games, speech games, methodological procedure.
• Music with movement, possibilities of movement expression of music, body play, dance.
• Characteristics and meaning of Orff's instrumentarium, procedure for rhythmization of songs, instrumental accompaniments to songs, rules of harmonization on melodic musical instruments.
• Musical reception, aural education, methodical procedure in listening to music.
• Characteristics and significance of colour notation, method of acquiring colour notation, methodical procedure for acquiring rhythmic values.
• Use of ICT in music education, method of acquiring elementary knowledge and doctrinal elements about music.
100/0
Students will gain basic knowledge about the specifics of music education for pupils with intellectual disabilities in special primary schools in terms of goals, tasks, content, process, principles, forms and means. Students will acquire theoretical and practical skills in methodological and didactic issues, procedures of music education according to the definition of educational programs for special elementary schools. Students will acquire the ability to choose appropriate educational methods in relation to pupils with intellectual disabilities (A, B, C variant), to choose and apply adequate methodologies in individual music education activities. The course will enable students to acquire the necessary skills of analytical and creative thinking within the framework of music-educational and music-rehabilitation processes, which form an important place in the complex rehabilitation of individuals with intellectual disabilities.
2S/week; seminar, 22 hours total per semester, combined method.
Student workload:
11x 2 hours of direct teaching = 22 hours; 14 hours preparation of seminar work; 20 hours preparation for mid-term evaluation. A total of 56 hours of student work.
Learning methods:
Monological methods - lecturing; dialogical methods - interview, guided discussion on the topic covered; situational methods - case studies, problem-based methods - problem-based interpretation, staging methods - structured and unstructured role-playing; practical methods - voice training; application of theoretical knowledge to practical examples.
Compulsory readings:
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
OSVALDOVÁ, M. 2015. Muzikoterapia ako intervenčný dynamizmus u osôb s postihnutím. Bratislava: Iris, 2015. 216 s. ISBN 978-80-89726-47-1.
Recommended readings:
SEDLÁK, F.1985. Didaktika hudební výchovy 1. Praha: SPN, 1985.
UČEBNICE A METODICKÉ PRÍRUČKY Z HUDOBNEJ VÝCHOVY PRE ŠZŠ.
VZDELÁVACÍ PROGRAM PRE ŽIAKOV S MENTÁLNYM POSTIHNUTÍM – primárne vzdelávanie. 2016. Dostupné na internete: https://www.statpedu.sk/files/sk/deti-ziaci-so-svvp/deti-ziaci-so-zdravotnym-znevyhodnenim-vseobecnym-intelektovym-nadanim/vzdelavacie-programy/vzdelavacie-programy-ziakov-so-zdravotnym-znevyhodnenim-vseobecnym-intelektovym-nadanim/zakladne-vzdelavanie-primarne-vzdelavanie-nizsie-stredne-vzdelavanie/vp_pre_ziakov_s_mentalnym_postihnutim.pdf
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 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 language and Czech language
• The content of HV education for pupils with intellectual disabilities at younger school age in the SHS (A var) according to the curriculum.
• Content of HV education for pupils with intellectual disabilities of older school age in the School of Education (A var) according to the educational programme.
• Specific features of HV education with the use of elements of music therapy in primary school B variant, C variant.
• Vocal activities, vocal education, hygiene of children's voice, the process of song acquisition by singing.
• The importance of using the concept of Orff Schulwerk in (music) education of the mentally handicapped, rhythmization and melodization of musical games, speech games, methodological procedure.
• Music with movement, possibilities of movement expression of music, body play, dance.
• Characteristics and meaning of Orff's instrumentarium, procedure for rhythmization of songs, instrumental accompaniments to songs, rules of harmonization on melodic musical instruments.
• Musical reception, aural education, methodical procedure in listening to music.
• Characteristics and significance of colour notation, method of acquiring colour notation, methodical procedure for acquiring rhythmic values.
• Use of ICT in music education, method of acquiring elementary knowledge and doctrinal elements about music.
100/0
Students will gain basic knowledge about the specifics of music education for pupils with intellectual disabilities in special primary schools in terms of goals, tasks, content, process, principles, forms and means. Students will acquire theoretical and practical skills in methodological and didactic issues, procedures of music education according to the definition of educational programs for special elementary schools. Students will acquire the ability to choose appropriate educational methods in relation to pupils with intellectual disabilities (A, B, C variant), to choose and apply adequate methodologies in individual music education activities. The course will enable students to acquire the necessary skills of analytical and creative thinking within the framework of music-educational and music-rehabilitation processes, which form an important place in the complex rehabilitation of individuals with intellectual disabilities.
2S / 2 hours per week seminar
Student workload:
11x 2 hours of direct teaching = 22 hours, 14 hours preparation of seminar work + practical output, 20 hours preparation for mid-term assessment - test. Total: 56 hours of student work.
Method of study: full-time, distance, combined
Methods of educational activities:
Monological,(lecturing, interpretation, explanation, instruction), dialogical (interview), practical (practice, training).
MŠVVaŠ SR (2016). Vzdelávací program pre žiakov s mentálnym postihnutím pre primárne vzdelávanie. Ministerstvo školstva, vedy, výskumu a športu SR
MŠVVaŠ SR (2016). Vzdelávací program pre žiakov s autizmom alebo ďalšími pervazívnymi vývinovými poruchami s mentálnym postihnutím pre primárne vzdelávanie. Ministerstvo školstva, vedy, výskumu a športu SR
Grenier, M., Lieberman, L.J. (2018). Physical education for children with moderate to severe disabililties. Human Kinetics
Bendíková, E., Tomková, Š., Palaščáková Špringrová, I. (2023). Základy posturálneho zdravia. Rehaspring
Antala, B. a kol. (2024). Didaktika telesnej a športovej výchovy pre základné a stredné školy. Slovenská vedecká spoločnosť pre telesnú výchovu a šport
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
Roth, K., Bittner, M., Foster, E., Pyfer, J., & Zittel, L. (2025). Principles and Methods of Adapted Physical Education: An Evidenced-Based Pedagogical Approach. Human Kinetics
The course will be completed with a written test of the acquired knowledge for the whole semester +
50% + 50% = 100%. A minimum of 91 points is required for an A grade,
at least 81 points for a B grade, at least 73 points for a C grade, at least 73 points for a
D at least 66 points, and for grade E at least 60 points. Credit will not be awarded to the student,
who receives less than 60 points in the assessment.
Grades are awarded on a scale:
A (100-91%, excellent - outstanding results, both practical and theoretical),
B (90-81%, very good - above average standard, critical boundary thinking),
C (80-73%, good - ordinary reliable work, unable to apply to practice),
D (72-66%, satisfactory - acceptable performance),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
Slovak language 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
100/0
Students will gain theoretical and practical knowledge about the specifics of the teaching process of physical
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.
2S / 2 hours per week seminar
Student workload:
11x 2 hours of direct teaching = 22 hours, 14 hours preparation of seminar work + practical output, 20 hours preparation for mid-term assessment - test. Total: 56 hours of student work.
Method of study: full-time, distance, combined
Methods of educational activities:
Monological,(lecturing, interpretation, explanation, instruction), dialogical (interview), practical (practice, training).
MŠVVaŠ SR (2016). Vzdelávací program pre žiakov s mentálnym postihnutím pre primárne vzdelávanie. Ministerstvo školstva, vedy, výskumu a športu SR
MŠVVaŠ SR (2016). Vzdelávací program pre žiakov s autizmom alebo ďalšími pervazívnymi vývinovými poruchami s mentálnym postihnutím pre primárne vzdelávanie. Ministerstvo školstva, vedy, výskumu a športu SR
Grenier, M., Lieberman, L.J. (2018). Physical education for children with moderate to severe disabililties. Human Kinetics
Bendíková, E., Tomková, Š., Palaščáková Špringrová, I. (2023). Základy posturálneho zdravia. Rehaspring
Antala, B. a kol. (2024). Didaktika telesnej a športovej výchovy pre základné a stredné školy. Slovenská vedecká spoločnosť pre telesnú výchovu a šport
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
Roth, K., Bittner, M., Foster, E., Pyfer, J., & Zittel, L. (2025). Principles and Methods of Adapted Physical Education: An Evidenced-Based Pedagogical Approach. Human Kinetics
The course will be completed with a written test of the acquired knowledge for the whole semester +
50% + 50% = 100%. A minimum of 91 points is required for an A grade,
at least 81 points for a B grade, at least 73 points for a C grade, at least 73 points for a
D at least 66 points, and for grade E at least 60 points. Credit will not be awarded to the student,
who receives less than 60 points in the assessment.
Grades are awarded on a scale:
A (100-91%, excellent - outstanding results, both practical and theoretical),
B (90-81%, very good - above average standard, critical boundary thinking),
C (80-73%, good - ordinary reliable work, unable to apply to practice),
D (72-66%, satisfactory - acceptable performance),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
Slovak language 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
100/0
Students will gain theoretical and practical knowledge about the specifics of the teaching process of physical
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.
1S+1C
Scope of teaching: 1 hour of lectures per week + 1 hour of exercises/week, total 22 hours per semester,
combined method, (primarily with a preference for face-to-face teaching, combined with distance learning if necessary and unforeseen events)
Student workload:
22 hours of lectures by direct teaching, 15 hours of preparation of a methodological workflow in the form of a video, 20 hours of preparation for a mid-term assessment in the form of a test. Total 22+15+20 = 57 hours of work and student workload.
Methods of delivery of the educational content:
Lecturing and interpretation of information on the subject, later dialogue, discussion. Use of presentations, photographs and videos from practice, descriptions and characterization of activities. After the acquisition of basic information about the subject in the form of visual documentation, photographs and videos, first by observation, later by student description and discussion, the identification of faulty practices, lack of provision of working space, and then modulation to seek solutions and remedies. In the course of teaching we go through practical work with the materials encountered in the workshop (paper, textiles, modelling material). Specific Individual Educational Programme of the pupils from the special school, its analysis, description and the integration of work-based learning into education. Comparison of available Practical Schools, Special Schools of their functioning based on personal experience of the student's practice, interview with teachers, photo documentation, websites. Analyzing the information obtained.
Compulsory readings:
BAJTOŠ, J., PAVELKA, J. 1999. Základy didaktiky technickej výchovy. Prešov : Prešovská univerzita, 1999. ISBN 80-88722-46-2.
FULKOVÁ, E. 2008. Všeobecná didaktika. Bratislava : Infopres, 2008. ISBN 978-80-85402-90-2. HAASOVÁ, E. 2012. Metódy a formy práce v predmetoch pracovné vyučovanie, svet práce a technika. Bratislava : MPC, 2012. ISBN 978-80-8052-415-9.
KOŹUCHOVÁ, M. 1998. Didaktika technickej výchovy. 1. vyd. Bratislava : UK, 1998. ISBN 80-223-1319-X.
KOŹUCHOVÁ, M., HABŠUDOVÁ, M., BRNKA, K. 1995. Pracovná výchova II. Bratislava : UK, 1995. ISBN 80-223-0855-2.
MAJZLANOVÁ, K. 1997. Pracovná výchova mentálne postihnutých detí predškolského veku. AT Publishing 1997. ISBN 80-967429-5-7
PIKÁLEK, Š. 2004. Výchovná a pracovno-rehabilitačná činnosť ťažko mentálne postihnutých. Bratislava : Sapientia, 2004. ISBN 978-80-968797-7-9.
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.
Recommended readings:
BAJO, I., VAŠEK, Š. 1994. Pedagogika mentálne postihnutých. Bratislava : Sapientia, 1994. ISBN 80-967180-1-0.
HUČÍK, J. 2007. Profesijná príprava žiakov s mentálnym postihnutím. Martin : Osveta, 2007. ISBN 978-80-8063-260-1.
KRUŠPÁN, I., VOLNÍKOVÁ, M. 2000. Didaktika odborného výcviku. Dubnica nad Váhom : Dubnický technologický inštitút, 2000. ISBN 978-80-969615-7-3.
VAŠEK, Š., VANČOVÁ, A., HATOS, G. 1999. Pedagogika viacnásobne postihnutých. Bratislava : SAPIENTIA, 1999. ISBN 80-967180-4-5.
The assessment consists of an interim assessment through the creation of a methodological workflow in video format, for which the student can receive a total of 20 points, and a final assessment test with a score 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
• The content of education in the subject of vocational education in primary school (A,B,C variant), vocational practical education in OU and PS.
• Didactic principles in vocational education and the necessity of their application in the teaching process.
• Specifics of the organization of work activities in the disadvantaged, taking into account the peculiarities of the level of motor skills, cognitive processes, communication skills, social and emotional behavior of mentally disadvantaged children and youth.
• Teaching methods applied in work-based learning. Distribution of teaching methods in work-based learning in terms of the stage of the teaching process in primary schools, OU, PS.
• Structure of teaching. Units in individual work components (specifics, differences, content, objectives, tasks).
• Preparation of the teacher for the lesson of working teaching.
• Methodology of direct teaching activity.
• Creation of methodical working procedures for disadvantaged clients with respect to their specificities.
• Specific features of work teaching of left-handed and right-handed pupils, adaptation of the workplace and the pupil's surroundings, preparation of tools.
• Practical training of working skills - working with materials and tools - working exercises aimed at creating products and creations applicable in the subject.
• Work training. Focus on working with paper, textiles and modelling materials.
100/0
Students acquire adequate theoretical knowledge and practical skills in the theory and practice of teaching the subject Work-based learning in special schools. They have to know the content and specific features of work teaching in special schools in teaching variants A,B,C, in integrated classes of primary schools, in OU and Practical schools in the sense of the state educational programmes of individual special schools. They must understand the importance and specificities of the process of acquiring working knowledge, skills and habits, while respecting the specificities of intellectual disability. An important part of this is the acquisition of the ability to use vocational concepts (knowledge, skill, habit, competence, etc.) It is necessary for them to acquire the methodology of work-based learning and the organisational structure of the teaching units.
They must acquire and consolidate the ability to master the working tools, the materials used and the technological procedures applied in the work activities in the different work components within the teaching process, in the subject of Work Teaching and understand the inter-subject and intra-subject interconnectedness in the School.
Acquire the ability to navigate the teacher's pedagogical documentation and must be able to apply the procedures in the teaching of the disabled in a way that takes into account their particularities in the direction of work-based learning. To orient themselves in the IVVP of the pupil and the location of work education among the regular education subjects.
By completing the course, students will become competent to teach the subject of Work Education in the SHS, as well as competent to teach the subjects of practical training in the OU and the PS.
1S+1C
Scope of teaching: 1 hour of lectures per week + 1 hour of exercises/week, total 22 hours per semester,
combined method, (primarily with a preference for face-to-face teaching, combined with distance learning if necessary and unforeseen events)
Student workload:
22 hours of lectures by direct teaching, 15 hours of preparation of a methodological workflow in the form of a video, 20 hours of preparation for a mid-term assessment in the form of a test. Total 22+15+20 = 57 hours of work and student workload.
Methods of delivery of the educational content:
Lecturing and interpretation of information on the subject, later dialogue, discussion. Use of presentations, photographs and videos from practice, descriptions and characterization of activities. After the acquisition of basic information about the subject in the form of visual documentation, photographs and videos, first by observation, later by student description and discussion, the identification of faulty practices, lack of provision of working space, and then modulation to seek solutions and remedies. In the course of teaching we go through practical work with the materials encountered in the workshop (paper, textiles, modelling material). Specific Individual Educational Programme of the pupils from the special school, its analysis, description and the integration of work-based learning into education. Comparison of available Practical Schools, Special Schools of their functioning based on personal experience of the student's practice, interview with teachers, photo documentation, websites. Analyzing the information obtained.
Compulsory readings:
BAJTOŠ, J., PAVELKA, J. 1999. Základy didaktiky technickej výchovy. Prešov : Prešovská univerzita, 1999. ISBN 80-88722-46-2.
FULKOVÁ, E. 2008. Všeobecná didaktika. Bratislava : Infopres, 2008. ISBN 978-80-85402-90-2. HAASOVÁ, E. 2012. Metódy a formy práce v predmetoch pracovné vyučovanie, svet práce a technika. Bratislava : MPC, 2012. ISBN 978-80-8052-415-9.
KOŹUCHOVÁ, M. 1998. Didaktika technickej výchovy. 1. vyd. Bratislava : UK, 1998. ISBN 80-223-1319-X.
KOŹUCHOVÁ, M., HABŠUDOVÁ, M., BRNKA, K. 1995. Pracovná výchova II. Bratislava : UK, 1995. ISBN 80-223-0855-2.
MAJZLANOVÁ, K. 1997. Pracovná výchova mentálne postihnutých detí predškolského veku. AT Publishing 1997. ISBN 80-967429-5-7
PIKÁLEK, Š. 2004. Výchovná a pracovno-rehabilitačná činnosť ťažko mentálne postihnutých. Bratislava : Sapientia, 2004. ISBN 978-80-968797-7-9.
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.
Recommended readings:
BAJO, I., VAŠEK, Š. 1994. Pedagogika mentálne postihnutých. Bratislava : Sapientia, 1994. ISBN 80-967180-1-0.
HUČÍK, J. 2007. Profesijná príprava žiakov s mentálnym postihnutím. Martin : Osveta, 2007. ISBN 978-80-8063-260-1.
KRUŠPÁN, I., VOLNÍKOVÁ, M. 2000. Didaktika odborného výcviku. Dubnica nad Váhom : Dubnický technologický inštitút, 2000. ISBN 978-80-969615-7-3.
VAŠEK, Š., VANČOVÁ, A., HATOS, G. 1999. Pedagogika viacnásobne postihnutých. Bratislava : SAPIENTIA, 1999. ISBN 80-967180-4-5.
The assessment consists of an interim assessment through the creation of a methodological workflow in video format, for which the student can receive a total of 20 points, and a final assessment test with a score 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
• The content of education in the subject of vocational education in primary school (A,B,C variant), vocational practical education in OU and PS.
• Didactic principles in vocational education and the necessity of their application in the teaching process.
• Specifics of the organization of work activities in the disadvantaged, taking into account the peculiarities of the level of motor skills, cognitive processes, communication skills, social and emotional behavior of mentally disadvantaged children and youth.
• Teaching methods applied in work-based learning. Distribution of teaching methods in work-based learning in terms of the stage of the teaching process in primary schools, OU, PS.
• Structure of teaching. Units in individual work components (specifics, differences, content, objectives, tasks).
• Preparation of the teacher for the lesson of working teaching.
• Methodology of direct teaching activity.
• Creation of methodical working procedures for disadvantaged clients with respect to their specificities.
• Specific features of work teaching of left-handed and right-handed pupils, adaptation of the workplace and the pupil's surroundings, preparation of tools.
• Practical training of working skills - working with materials and tools - working exercises aimed at creating products and creations applicable in the subject.
• Work training. Focus on working with paper, textiles and modelling materials.
100/0
Students acquire adequate theoretical knowledge and practical skills in the theory and practice of teaching the subject Work-based learning in special schools. They have to know the content and specific features of work teaching in special schools in teaching variants A,B,C, in integrated classes of primary schools, in OU and Practical schools in the sense of the state educational programmes of individual special schools. They must understand the importance and specificities of the process of acquiring working knowledge, skills and habits, while respecting the specificities of intellectual disability. An important part of this is the acquisition of the ability to use vocational concepts (knowledge, skill, habit, competence, etc.) It is necessary for them to acquire the methodology of work-based learning and the organisational structure of the teaching units.
They must acquire and consolidate the ability to master the working tools, the materials used and the technological procedures applied in the work activities in the different work components within the teaching process, in the subject of Work Teaching and understand the inter-subject and intra-subject interconnectedness in the School.
Acquire the ability to navigate the teacher's pedagogical documentation and must be able to apply the procedures in the teaching of the disabled in a way that takes into account their particularities in the direction of work-based learning. To orient themselves in the IVVP of the pupil and the location of work education among the regular education subjects.
By completing the course, students will become competent to teach the subject of Work Education in the SHS, as well as competent to teach the subjects of practical training in the OU and the PS.
Scope of instruction: 1S + 1C
1 hour seminar + 1 hour tutorial/week, 22 hours total per semester, combined method, (primarily with a preference for face-to-face teaching, combined with distance learning if necessary and unforeseen events)
Student workload:
11x2 hours of direct teaching = 22 hours (teaching, including student's practical activities in class), preparation of student's deliverables and presentations - 18 hours, preparation for student's interim assessments - 2 hours, preparation for student's final assessments - 14 hours. Total 22+18+2+14 = 56 hours of student workload.
Methods of delivering educational content:
Monological methods in the form of explanation and lecture, dialogical and discussion methods, art and design work as practical methods, use of computer technology, methods of illustration and demonstration, art activities, demonstration of works and works within the online space, self-study through e-learning, methods of independent approach, methods of written work and methods of working with textual material.
Independent approach methods within the framework of text study on specified topics and also the management of the own lesson with a selected art activity and an appropriately chosen art technique, taking into account other aspects of the didactic approach. The student(s) imagines a certain situation, creates the structure of the lesson, according to which the lesson is conducted directly in the classroom. He/she imitates and portrays the situation in the conditions at his/her disposal, learns to improvise and react appropriately to unexpected situations.
The student uses his own methods, which include methods from the procedural aspect, in terms of the phases of the educational process: motivational methods, exposure methods, fixation methods, diagnostic methods and application methods. The method focused on the evaluation of the artistic activity as a process of self-assessment and evaluation of other students / pupils.
Compulsory readings:
GREGUŠOVÁ, H. 2010. Špecifiká edukácie výtvarnej výchovy. In: VANČOVÁ, Alica. Edukácia mentálne postihnutých - Špeciálne metodiky predmetov špeciálnej základnej školy. Bratislava: IRIS, 2010. ISBN 978-80-89256-53-2.
ISCED 1 (Štátny vzdelávací program)
VALACHOVÁ, D. 2012. Didaktika výtvarnej výchovy v primárnom vzdelávaní. Bratislava: UK 2012. ISBN 978-80-223-3215-6. Strana: 2
Recommended readings:
VANČOVÁ, A. 2010. Pedagogika viacnásobne postihnutých. Bratislava: Sapientia, 2010. ISBN 978-80-970228-1-5.
VANČOVÁ, A. 2010. Edukácia mentálne postihnutých. Bratislava : IRIS , 2010. 499 s. ISBN 978-80-89256-53-2
LIPÁROVÁ, L., PONDELÍKOVÁ, R., BOROŠOVÁ MICHALCOVÁ, M., MINICHOVÁ, L. 2019. Procesuálne zhodnotenie identifikátorov výtvarného nadania v predškolskom veku. Banská Bystrica: Pedagogická fakulta UMB, 2019, ISBN 978-80-557-1592-6
ROVŇANOVÁ, L. 2015. Učebné štýly žiakov a vyučovacie štýly učiteľov. Bratislava 2015, 1. vyd. Metodicko-pedagogické centrum v Bratislave, 2015. ISBN 70 978-80-565-0953-1
KOŠTRNOVÁ, D. 2014. Tvorba a rozvoj pozitívnej klímy v triede. 1. vyd. Metodicko-pedagogické centrum v Bratislave, 2014. ISBN 2014 66 978-80-565-0382-9
GREUŠOVÁ, H. 2001. IKT v edukácii a arteterapii viacnásobne postihnutých osôb. In Informácie ZPMP v SR.-č.44/45. 2001.
VALACHOVÁ, D., KOVÁČOVÁ, B., LIPÁROVÁ, L. (eds.). 2019. Výtvarná edukácia v premenách času. Zborník z vedeckej konferencie Vzdelávanie pre budúcnosť organizovanej Pedagogickou fakultou UMB v Banskej Bystrici. Pedagogická fakulta UMB v Banskej Bystrici, 2019, ISBN 978-80-557-1553-7
The subject is evaluated continuously on the basis of active participation (30%) and a creative model lesson (which the pupil actually teaches and performs), focusing on an art activity for a child (pupil) with special educational needs (70%). The creative preparation of the lesson consists of a practical and a theoretical part. In the practical part, the student implements the art activity with the selected technique and procedure according to the prepared structure and content, which fall under the theoretical part. In the theoretical part, students follow the points (structure) determined by the teacher. The student is assessed on the practical workmanship, its content and the formality of the assignment.
A grade A requires at least 91 points, a grade B requires at least 81 points, a grade C requires at least 73 points, a grade D requires at least 66 points and a grade E requires at least 60 points. Credit will not be awarded to a student who receives less than 59 points for an assessment.
Grades are 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 learning with his/her own opinions, the student is less original, based on preconceptions, less interested in new trends
C (80-73%, good - normal reliable work), student shows reasonable interest, fulfills responsibilities 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 more of a neutral, passive position, does not apply knowledge sufficiently in implementations
D (72-66%, satisfactory - acceptable results), in his/her activities and in completing assignments, the student meets 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), the student performs at the lowest possible level, 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 conditions for satisfactory completion of the course
The student is continually assessed on how he/she engages with the class, how he/she responds, answers questions, develops answers, and how he/she approaches assignments. The student is evaluated for active participation and ongoing supplementary assignments on the current topic, and is then evaluated verbally or scored. In this way he/she can improve the final grade.
Slovak language
Special didactics and methodology of art education - conception, subject. Brief characteristics of the content of art education in educational programs. Competences of the art education teacher. Preparation of the teacher for teaching. Teaching methods used in art education classes. Project teaching. ICT - use in art education. The process of acquiring knowledge and skills in the use of art techniques, materials and means of aesthetic-artistic communication in pupils with intellectual disabilities. Characteristic features and development of artistic expression of children with intellectual disabilities. Evaluation of practical art activities in a special primary school. Specifics of practical art activities in the education of multiply handicapped pupils
The content of the subject is of theoretical-practical character. The student applies theoretical information into practice and implements a lesson focusing on art creation with a child/children (pupil/pupils) with a disability. Emphasis is placed on the choice of the appropriate technique or combination of techniques, the chosen procedure and other criteria that take into account the specific needs of the child/pupil. Individual techniques are adapted and tailored to the specific needs of the individual.
The student chooses and adapts the assignment to certain criteria, especially the specifics of the child's drawing development, individual peculiarities, the current situation or condition of the child (pupil), mental or motor level. He/she applies and verifies it in practice, in the classroom, where he/she simulates the educational process according to a predetermined structure, such as the age of the child, type of disability, degree of disability, theme, topic, artistic technique, motivation (introduction), implementation, evaluation (conclusion)/self-evaluation (self-reflection), recommendations. The given structure is determined by the teacher and the student completes it independently according to the theoretical information obtained so far, but also on the basis of the acquired skills in the field of artistic creation. The student chooses from several ways of realization, has the possibility of choosing different methods and forms of teaching, therefore the creative approach of the student to this activity is evaluated. Other students are part of the lesson. At the end of the lesson, the teaching is evaluated by the student leading the lesson and also by the teacher. If necessary, the teacher continuously adds information.
100/0
The student is able to apply the acquired theoretical knowledge to practical skills by developing and implementing a lesson. Emphasis is placed on a creative approach to the selected topics of the art education units and on the appropriate art technique chosen by the student for children (pupils) with special educational needs, especially those with intellectual disabilities, and with an emphasis on the methodological procedure.
Students will gain knowledge about the subject of special didactics of art education, its content, tasks, objectives and forms of implementation in their further practice. During the semester, the student develops his/her communication, interpersonal, organizational skills and creative thinking.
The student will acquire basic theoretical knowledge and concepts related to art education in the context of special education, namely, special didactics of art education. The student focuses on art making with children (pupils) with special educational needs (švvp). Theoretically, the student should already know the basic (special) art techniques and procedures of creating various art works, the possibilities of using various art compensatory aids. The student should be able to use this knowledge in further work on the child (pupil) within the teaching process and adequately (with regard to various specifics) apply it to practice within the framework of art activities. The student knows the content and procedural aspect of the individual procedures for the implementation of art techniques, taking into account the needs of the individual, especially the needs of the individual with intellectual disabilities. At the same time, he/she applies the content, the resulting objectives, appropriate methods, or organizational forms to the teaching by creating coherence between them. It applies them to the process and links them in such a way that they lead to the creation of a creative and exemplary model of teaching, where the child (pupil) receives the highest quality knowledge and skills in a way that is close to his/her heart.
Scope of instruction: 1S + 1C
1 hour seminar + 1 hour tutorial/week, 22 hours total per semester, combined method, (primarily with a preference for face-to-face teaching, combined with distance learning if necessary and unforeseen events)
Student workload:
11x2 hours of direct teaching = 22 hours (teaching, including student's practical activities in class), preparation of student's deliverables and presentations - 18 hours, preparation for student's interim assessments - 2 hours, preparation for student's final assessments - 14 hours. Total 22+18+2+14 = 56 hours of student workload.
Methods of delivering educational content:
Monological methods in the form of explanation and lecture, dialogical and discussion methods, art and design work as practical methods, use of computer technology, methods of illustration and demonstration, art activities, demonstration of works and works within the online space, self-study through e-learning, methods of independent approach, methods of written work and methods of working with textual material.
Independent approach methods within the framework of text study on specified topics and also the management of the own lesson with a selected art activity and an appropriately chosen art technique, taking into account other aspects of the didactic approach. The student(s) imagines a certain situation, creates the structure of the lesson, according to which the lesson is conducted directly in the classroom. He/she imitates and portrays the situation in the conditions at his/her disposal, learns to improvise and react appropriately to unexpected situations.
The student uses his own methods, which include methods from the procedural aspect, in terms of the phases of the educational process: motivational methods, exposure methods, fixation methods, diagnostic methods and application methods. The method focused on the evaluation of the artistic activity as a process of self-assessment and evaluation of other students / pupils.
Compulsory readings:
GREGUŠOVÁ, H. 2010. Špecifiká edukácie výtvarnej výchovy. In: VANČOVÁ, Alica. Edukácia mentálne postihnutých - Špeciálne metodiky predmetov špeciálnej základnej školy. Bratislava: IRIS, 2010. ISBN 978-80-89256-53-2.
ISCED 1 (Štátny vzdelávací program)
VALACHOVÁ, D. 2012. Didaktika výtvarnej výchovy v primárnom vzdelávaní. Bratislava: UK 2012. ISBN 978-80-223-3215-6. Strana: 2
Recommended readings:
VANČOVÁ, A. 2010. Pedagogika viacnásobne postihnutých. Bratislava: Sapientia, 2010. ISBN 978-80-970228-1-5.
VANČOVÁ, A. 2010. Edukácia mentálne postihnutých. Bratislava : IRIS , 2010. 499 s. ISBN 978-80-89256-53-2
LIPÁROVÁ, L., PONDELÍKOVÁ, R., BOROŠOVÁ MICHALCOVÁ, M., MINICHOVÁ, L. 2019. Procesuálne zhodnotenie identifikátorov výtvarného nadania v predškolskom veku. Banská Bystrica: Pedagogická fakulta UMB, 2019, ISBN 978-80-557-1592-6
ROVŇANOVÁ, L. 2015. Učebné štýly žiakov a vyučovacie štýly učiteľov. Bratislava 2015, 1. vyd. Metodicko-pedagogické centrum v Bratislave, 2015. ISBN 70 978-80-565-0953-1
KOŠTRNOVÁ, D. 2014. Tvorba a rozvoj pozitívnej klímy v triede. 1. vyd. Metodicko-pedagogické centrum v Bratislave, 2014. ISBN 2014 66 978-80-565-0382-9
GREUŠOVÁ, H. 2001. IKT v edukácii a arteterapii viacnásobne postihnutých osôb. In Informácie ZPMP v SR.-č.44/45. 2001.
VALACHOVÁ, D., KOVÁČOVÁ, B., LIPÁROVÁ, L. (eds.). 2019. Výtvarná edukácia v premenách času. Zborník z vedeckej konferencie Vzdelávanie pre budúcnosť organizovanej Pedagogickou fakultou UMB v Banskej Bystrici. Pedagogická fakulta UMB v Banskej Bystrici, 2019, ISBN 978-80-557-1553-7
The subject is evaluated continuously on the basis of active participation (30%) and a creative model lesson (which the pupil actually teaches and performs), focusing on an art activity for a child (pupil) with special educational needs (70%). The creative preparation of the lesson consists of a practical and a theoretical part. In the practical part, the student implements the art activity with the selected technique and procedure according to the prepared structure and content, which fall under the theoretical part. In the theoretical part, students follow the points (structure) determined by the teacher. The student is assessed on the practical workmanship, its content and the formality of the assignment.
A grade A requires at least 91 points, a grade B requires at least 81 points, a grade C requires at least 73 points, a grade D requires at least 66 points and a grade E requires at least 60 points. Credit will not be awarded to a student who receives less than 59 points for an assessment.
Grades are 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 learning with his/her own opinions, the student is less original, based on preconceptions, less interested in new trends
C (80-73%, good - normal reliable work), student shows reasonable interest, fulfills responsibilities 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 more of a neutral, passive position, does not apply knowledge sufficiently in implementations
D (72-66%, satisfactory - acceptable results), in his/her activities and in completing assignments, the student meets 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), the student performs at the lowest possible level, 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 conditions for satisfactory completion of the course
The student is continually assessed on how he/she engages with the class, how he/she responds, answers questions, develops answers, and how he/she approaches assignments. The student is evaluated for active participation and ongoing supplementary assignments on the current topic, and is then evaluated verbally or scored. In this way he/she can improve the final grade.
Slovak language
Special didactics and methodology of art education - conception, subject. Brief characteristics of the content of art education in educational programs. Competences of the art education teacher. Preparation of the teacher for teaching. Teaching methods used in art education classes. Project teaching. ICT - use in art education. The process of acquiring knowledge and skills in the use of art techniques, materials and means of aesthetic-artistic communication in pupils with intellectual disabilities. Characteristic features and development of artistic expression of children with intellectual disabilities. Evaluation of practical art activities in a special primary school. Specifics of practical art activities in the education of multiply handicapped pupils
The content of the subject is of theoretical-practical character. The student applies theoretical information into practice and implements a lesson focusing on art creation with a child/children (pupil/pupils) with a disability. Emphasis is placed on the choice of the appropriate technique or combination of techniques, the chosen procedure and other criteria that take into account the specific needs of the child/pupil. Individual techniques are adapted and tailored to the specific needs of the individual.
The student chooses and adapts the assignment to certain criteria, especially the specifics of the child's drawing development, individual peculiarities, the current situation or condition of the child (pupil), mental or motor level. He/she applies and verifies it in practice, in the classroom, where he/she simulates the educational process according to a predetermined structure, such as the age of the child, type of disability, degree of disability, theme, topic, artistic technique, motivation (introduction), implementation, evaluation (conclusion)/self-evaluation (self-reflection), recommendations. The given structure is determined by the teacher and the student completes it independently according to the theoretical information obtained so far, but also on the basis of the acquired skills in the field of artistic creation. The student chooses from several ways of realization, has the possibility of choosing different methods and forms of teaching, therefore the creative approach of the student to this activity is evaluated. Other students are part of the lesson. At the end of the lesson, the teaching is evaluated by the student leading the lesson and also by the teacher. If necessary, the teacher continuously adds information.
100/0
The student is able to apply the acquired theoretical knowledge to practical skills by developing and implementing a lesson. Emphasis is placed on a creative approach to the selected topics of the art education units and on the appropriate art technique chosen by the student for children (pupils) with special educational needs, especially those with intellectual disabilities, and with an emphasis on the methodological procedure.
Students will gain knowledge about the subject of special didactics of art education, its content, tasks, objectives and forms of implementation in their further practice. During the semester, the student develops his/her communication, interpersonal, organizational skills and creative thinking.
The student will acquire basic theoretical knowledge and concepts related to art education in the context of special education, namely, special didactics of art education. The student focuses on art making with children (pupils) with special educational needs (švvp). Theoretically, the student should already know the basic (special) art techniques and procedures of creating various art works, the possibilities of using various art compensatory aids. The student should be able to use this knowledge in further work on the child (pupil) within the teaching process and adequately (with regard to various specifics) apply it to practice within the framework of art activities. The student knows the content and procedural aspect of the individual procedures for the implementation of art techniques, taking into account the needs of the individual, especially the needs of the individual with intellectual disabilities. At the same time, he/she applies the content, the resulting objectives, appropriate methods, or organizational forms to the teaching by creating coherence between them. It applies them to the process and links them in such a way that they lead to the creation of a creative and exemplary model of teaching, where the child (pupil) receives the highest quality knowledge and skills in a way that is close to his/her heart.
2C - two hours of full-time or combined 11x2-hour practicum for a total of 22 hours per semester.
Student workload:
2C: 11x2 hours of direct instruction = 22 hours; 18 hours of preparation for midterm assessment; 20 hours of preparation for final test. Total 60 hours of student work.
Learning Methods:
Small group work, role-play method, didactic games, practice
Compulsory readings:
ŠMEHILOVÁ, A., 2011. Školské posunky I. Nitra: Effeta, 2011. ISBN 978-80-89245-22-2.
TARCSIOVÁ, D., - urobené videosekvencie. Link:
https://www.youtube.com/channel/UCzvLexnNmS5lusi4GBjSqsw
TARCSIOVÁ, D., 2010. Základy posunkového jazyka pre študentov.1. vyd. Bratislava: Mabag, 2010. [CDEROM] ISBN 978-80-89113-80-4.
Učebnice jednotlivých predmetov na 1. stupni ZŠ.
Recommended readings:
KOUDELKOVÁ, Š. a TARCSIOVÁ, D.,2017. Posunkuj so mnou: Základná posunková zásoba pre deti so sluchovým postihnutím, Bratislava: IRIS s.r.o., 202 s., ISBN 9788082000156.. ISBN 80-969112-7-9.
During the semester the student will be evaluated by two control tests (2x max. 50 points). The tests are focused on practical mastery of individual lessons from the course. 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. To pass the course, a minimum of 60% of the marks must be obtained.
The grade is awarded 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).
A-Excellent performance, student knows/mastered/practically and theoretically mastered lessons from selected sign language topics, able to apply to practice; B-Excellent performance, student knows/mastered, practically and theoretically mastered lessons from basic sign language topics, able to apply to practice; C-good performance, student knows/learns, practically masters lessons from selected sign language topics, partially able to apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice, partially practically and theoretically masters lessons from selected sign language topics; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the specified criteria.
Slovak language and sign language
1.Specialised shifts in individual subjects resulting from the educational programme - e.g. mathematics, Slovak language and literature, national science, natural science 2. Regional, school, children's shifts - basic characteristics, differences 3. Indirect naming in sign language 4. The meaning and role of sign language, analysis of sign language
100/0
The student will gain practical experience in communicating with deaf people in sign language, which he/she will be able to use adequately in practice and in the school environment in the education of children/pupils with hearing impairment. The student deepens and practises his/her skills in manual forms of communication - in sign language, in finger alphabet. Develops his/her signing vocabulary in vocational subjects in schools. He pays attention to the accuracy of his signing, observes the parameters for individual signing, corrects his mistakes.
The student develops communication skills, organizational skills, interpersonal skills, creativity, abstract thinking skills, motivation, ability to learn, ability to communicate in a manual form of communication.
2C - two hours of full-time or combined 11x2-hour practicum for a total of 22 hours per semester.
Student workload:
2C: 11x2 hours of direct instruction = 22 hours; 18 hours of preparation for midterm assessment; 20 hours of preparation for final test. Total 60 hours of student work.
Learning Methods:
Small group work, role-play method, didactic games, practice
Compulsory readings:
ŠMEHILOVÁ, A., 2011. Školské posunky I. Nitra: Effeta, 2011. ISBN 978-80-89245-22-2.
TARCSIOVÁ, D., - urobené videosekvencie. Link:
https://www.youtube.com/channel/UCzvLexnNmS5lusi4GBjSqsw
TARCSIOVÁ, D., 2010. Základy posunkového jazyka pre študentov.1. vyd. Bratislava: Mabag, 2010. [CDEROM] ISBN 978-80-89113-80-4.
Učebnice jednotlivých predmetov na 1. stupni ZŠ.
Recommended readings:
KOUDELKOVÁ, Š. a TARCSIOVÁ, D.,2017. Posunkuj so mnou: Základná posunková zásoba pre deti so sluchovým postihnutím, Bratislava: IRIS s.r.o., 202 s., ISBN 9788082000156.. ISBN 80-969112-7-9.
During the semester the student will be evaluated by two control tests (2x max. 50 points). The tests are focused on practical mastery of individual lessons from the course. 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. To pass the course, a minimum of 60% of the marks must be obtained.
The grade is awarded 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).
A-Excellent performance, student knows/mastered/practically and theoretically mastered lessons from selected sign language topics, able to apply to practice; B-Excellent performance, student knows/mastered, practically and theoretically mastered lessons from basic sign language topics, able to apply to practice; C-good performance, student knows/learns, practically masters lessons from selected sign language topics, partially able to apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice, partially practically and theoretically masters lessons from selected sign language topics; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the specified criteria.
Slovak language and sign language
1.Specialised shifts in individual subjects resulting from the educational programme - e.g. mathematics, Slovak language and literature, national science, natural science 2. Regional, school, children's shifts - basic characteristics, differences 3. Indirect naming in sign language 4. The meaning and role of sign language, analysis of sign language
100/0
The student will gain practical experience in communicating with deaf people in sign language, which he/she will be able to use adequately in practice and in the school environment in the education of children/pupils with hearing impairment. The student deepens and practises his/her skills in manual forms of communication - in sign language, in finger alphabet. Develops his/her signing vocabulary in vocational subjects in schools. He pays attention to the accuracy of his signing, observes the parameters for individual signing, corrects his mistakes.
The student develops communication skills, organizational skills, interpersonal skills, creativity, abstract thinking skills, motivation, ability to learn, ability to communicate in a manual form of communication.
2P, 2 hours per week lecture, total 26 hours per semester, full-time or combined
Student workload:
2 hours of lecture (3 credits) -11 x 2 hours of direct instruction = 22 hours; 24 hours of term paper preparation; 12 hours of midterm test preparation; 32 hours of final test preparation. Total of 90 hours of student work.
Methods of education: dialogical - interview, discussion, problem-based methods - creation of mind maps, brainstorming.
Compulsory readings:
SCHMIDTOVÁ M. a kol. 2016. Teória edukácie žiakov so sluchovým postihnutím I. Bratislava - Iris – Vydavateľstvo a tlač, s.r.o., 2016. 145 s. ISBN 978-80-89726-59-2.
SCHMIDTOVÁ M. a kol. 2016. Teória edukácie žiakov so sluchovým postihnutím II. Bratislava - Iris – Vydavateľstvo a tlač, s.r.o., 2016, 354 s. (9.kapitola)
Recommended readings:
TARCSIOVÁ, D., JURÁNEKOVÁ, Z., TOMÁŠKOVÁ, M., 2021. Príručka o vzdelávaní žiaka s poruchou sluchu v bežnej triede, Bratislava: IRIS s.r.o., 2021. 95 s. (vybrané časti) (zadané do tlače).
HOVORKOVÁ, S., a kol. 2018. Máme dieťa s poruchou sluchu 1, 2018. Bratislava: A lfa print, s.r.o., 546 s., ISBN 978-80-89895-11-3 (vybrané časti).
Kolektív autorov: 2016. Aplikácia vzdelávacích programov pre žiakov so zdravotným znevýhodnením a všeobecným intelektovým nadaním. 2016. Bratislava: ŠPÚ, 118 s. (časť venovaná problematike žiakov so sluchovým postihnutím). 4) Dostupné na:
http://www.statpedu.sk/sites/default/files/nove_dokumenty/deti-a-ziaci-so-zdravotnym-znevyhodnenim/Aplikacia_VPpre_ZZ_VIN_2016.pdf
PEDAGOGICKO-ORGANIZAČNÉ POKYNY na konkrétny školský rok Dostupné na: https://www.minedu.sk
Vzdelávací program pre deti a žiakov so sluchovým postihnutím.
Vybraný školský vzdelávací program a tematický výchovno-vzdelávací plán
POTMEŠIL, M. a kol. 2012. Metodika práce se žákem se sluchovým postižením. Olomouc: UP, s. 136 ISBN 978-80-244-3310-3.
322/2008 Z. z. VYHLÁŠKA Ministerstva školstva Slovenskej republiky zo 6. augusta 2008 o špeciálnych školách
320/2008 Z. z. VYHLÁŠKA Ministerstva školstva Slovenskej republiky z 23. júla 2008 o základnej škole
Metodický pokyn č. 22/2011 na hodnotenie žiakov základnej školy
Metodické usmernenie: tvorba školského vzdelávacieho programu
Dokumenty pre ZŠ (vysvedčenie, triedna kniha.....).
There will be one written quiz during the semester for 20 points, a term paper must be completed (25 points), and the student comes to the seminar prepared (5 points). The student will not be allowed to take the final test (50 points) until a minimum of 30 points has been earned during the semester. This means that he/she cannot be awarded credit for the course. The student must score a minimum of 50% on the final test.
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.
The grade is awarded 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)
A-excellent performance, student can/does/creates/critically evaluates; B-excellent performance, student can/does but critical thinking is borderline; C-good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E-minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
Slovak language and Czech language
1.Basis of the theory of education of pupils with hearing impairment in Slovakia. Key problems of the theory of education of pupils with learning disabilities. Methods, forms, means, principles of SP teaching. Cognitive goals, affective goals, motor goals. Practical preparation of some activities with incorporation of methods, forms and means. 2. Learning styles and teaching strategies in special schools and mainstream schools. 3. School documents and materials and their use (State Educational Programme, Educational Programme for the Hearing Impaired, School Educational Programme, Curricula, syllabuses). Methodological instruction for the preparation of school educational programmes. 4.Educational programme for pupils with hearing impairment. Profile of the graduate. Educational areas, teaching subjects. Content standard, performance standard, key competences and their application in primary school. 5. Pedagogical and organizational guidelines for the school year. Thematic plans. The role of methodological associations and subject committees. Preparation for teaching. 6.Evaluation and classification in terms of the pedagogy of the hearing impaired. Application of the methodological guidelines. Patterns of pedagogical documentation and documents - methods of filling in, practical filling in of given materials. 7. Personnel and organizational provision of teaching (special educator, school special educator, teaching assistant...).Decree on special school, specifics within the school for the hearing impaired (grades, division of school, division of pupils, numbers of pupils in a class, numbers of pupils in school activities...). 8.Education in integrated/inclusive education. Specifics of the theory of education in the mainstream school (creating conditions for education in the mainstream school). The support team and its roles. 9. Specific textbooks for pupils with hearing impairment - current situation and vision for the future. Specific methods of education for the hearing impaired and their application in the conditions of special schools for the hearing impaired and in an integrated/inclusive environment.
50/50
After completing the course, the student knows the theoretical basis of education of pupils with hearing impairment. On the basis of knowledge from general didactics, the student is able to modify methods, forms, means of teaching with pupils with hearing impairment in different educational environments (special school and integrated/inclusive environments). Knows the learning styles and learning strategies of pupils and is able to apply them in the educational process. Has theoretical knowledge of the possibilities of assessment and classification of pupils with SP and is able to apply them in practice. Knows the administration related to teaching in special and mainstream school settings and has experience of using and completing it.
The following transferable skills are also developed in the course Theory of Education of the Hearing Impaired: communication skills, analytical skills, abstract and critical thinking skills, motivation and the ability to learn and think in context, metacognitive skills, supervisory skills.
26sO (26 hours per semester)
Full-time form of education.
Student's workload: 26 hours of direct practice, 25 hours of studying materials and preparing for the final evaluation and 24 hours of preparation for the implementation of practical tasks, i.e. TOTAL: 75 hours.
Methods of education: interpretation of material, direct teaching in practice, self-study.
Compulsory readings:
School educational and training programs of individual schools for students with special needs.
The currently valid School Act and related regulations.
Textbook of teaching subjects at the relevant schools.
Recommended readings:
Various didactic materials aimed at preparing for teaching individual subjects.
During the semester, the student will complete the internship in its entirety and submit a portfolio according to the instructions of the internship methodologist of the activities that he/she has implemented during the internship and reflection (the maximum possible number of points is 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.
The grade is awarded 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).
A - excellent performance, student knows/does/creates/critically evaluates; B - excellent performance, student knows/does but critical thinking is borderline; C - good performance, student although knows/learns, can partially apply to practice; D - acceptable performance, student has learned partially but cannot adequately apply to practice; E - marginally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX - unacceptable performance, student has not met the criteria for the assignment.
Slovak language
• Induction meeting with instructions on how to carry out the internship
• Conduct of continuous practice as instructed
• Final practice meeting, handing in the portfolio and presentation of the completed practice
100/0
The student will become familiar with the real conditions of education and practical activities in selected institutions for individuals with hearing impairment. The student will learn to analyze, organize, manage educational activities on the basis of direct confrontation of theoretical knowledge and specific tasks/activities in the selected facility. The student will realize direct experience in working with pupils with hearing impairment and realize practical outcomes.
The student develops communication skills, practical experience, connects acquired theoretical knowledge with practical experience, develops organizational skills, interpersonal skills, creativity, abstract thinking, critical thinking, reasoning in context, metacognitive skills.
26sO (26 hours per semester)
Full-time form of education.
Student's workload: 26 hours of direct practice, 25 hours of studying materials and preparing for the final evaluation and 24 hours of preparation for the implementation of practical tasks, i.e. TOTAL: 75 hours.
Methods of education: interpretation of material, direct teaching in practice, self-study.
Compulsory readings:
School educational and training programs of individual schools for students with special needs.
The currently valid School Act and related regulations.
Textbook of teaching subjects at the relevant schools.
Recommended readings:
Various didactic materials aimed at preparing for teaching individual subjects.
During the semester, the student will complete the internship in its entirety and submit a portfolio according to the instructions of the internship methodologist of the activities that he/she has implemented during the internship and reflection (the maximum possible number of points is 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.
The grade is awarded 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).
A - excellent performance, student knows/does/creates/critically evaluates; B - excellent performance, student knows/does but critical thinking is borderline; C - good performance, student although knows/learns, can partially apply to practice; D - acceptable performance, student has learned partially but cannot adequately apply to practice; E - marginally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX - unacceptable performance, student has not met the criteria for the assignment.
Slovak language
• Induction meeting with instructions on how to carry out the internship
• Conduct of continuous practice as instructed
• Final practice meeting, handing in the portfolio and presentation of the completed practice
100/0
The student will become familiar with the real conditions of education and practical activities in selected institutions for individuals with hearing impairment. The student will learn to analyze, organize, manage educational activities on the basis of direct confrontation of theoretical knowledge and specific tasks/activities in the selected facility. The student will realize direct experience in working with pupils with hearing impairment and realize practical outcomes.
The student develops communication skills, practical experience, connects acquired theoretical knowledge with practical experience, develops organizational skills, interpersonal skills, creativity, abstract thinking, critical thinking, reasoning in context, metacognitive skills.
2P+2S - Two hours of lecture in a face-to-face or combined method 11x2hours, a total of 22 hours per semester +Two hours of seminar - 11x2hours, a total of 22 hours per semester.
2P+2S = 52 hours per semester
Student workload:
2P+2S: 11x4hours of direct instruction = 44 hours, 25 hours of portfolio assignment preparation, 10 hours of portfolio assignment presentation preparation, 33 hours of exam preparation. Total 112 hours of student work.
Learning Methods:
Monological methods - lecturing, explaining, narrating. Dialogical methods - interview, debate, discussion. Didactic games. Project methods. Problem-based methods - creation of mind maps, brainstorming. Practical methods - written work, simulations, practice. Guided self-study - work with text, preparation of individual lessons.
Compulsory readings:
Štátny vzdelávací program ISCED I - Obsahový a výkonový vzdelávací štandard pre I. stupeň štúdia základnej školy pre žiakov so sluchovým postihnutím.
SCHMIDTOVÁ M. (ed.).2016. Teória edukácie žiakov so sluchovým postihnutím. Bratislava: Iris, 2016. 145 s. ISBN 978-80-89726-59-2.
SCHMIDTOVÁ, M. (ed.). 2016. Teória edukácie žiakov so sluchovým postihnutím II. Bratislava: IRIS, 2016. s. 354. ISBN 978-80-89726-87-5.
TARCSIOVÁ, D., JURÁNEKOVÁ, Z., TOMÁŠKOVÁ, M., 2021. Príručka o vzdelávaní žiaka s poruchou sluchu v bežnej triede, Bratislava: IRIS s.r.o., 2021. 95 s. (vybrané časti) (zadané do tlače).
Recommended readings:
GAVORA, P. a kol. (2008): Ako rozvíjať porozumenie textu u žiaka. Nitra: ENIGMA, 2008. s. 193. ISBN978-80-89132-57-7.
HAMPL, I., SCHMIDTOVÁ, M. (2016): Špecifiká edukácie detí s poruchou sluchu v ranom veku. Bratislava: IRIS. 2016. s. 222. ISBN 978-80-89726-85-1.
HEJNÝ – KUŘINA, 2001. Dítě, škola, matematika. Praha : Portal, 2001
KLIMOVIČ, M.: Tvorivé písanie v primárnej škole. Prešov: Prešovská univerzita 2009.
KOLBASKÁ, V. 2006. Hra ako integračný prostriedok vo vyučovaní matematiky základných škôl. Bratislava : MPC, 2006. ISBN 80-8052-276-6.
NAVRÁTILOVÁ, K., BUJNOVÁ, E., IVANOVIČOVÁ, J. Vlastiveda na 1. stupni základnej školy : vybrané kapitoly z didaktiky vlastivedy. Nitra : UKF, 2002. 198 s. ISBN 80-8050-564-0.
PALENČAROVÁ, J. - KUPCOVÁ, J. - KESSELOVÁ, J. 2003. Učíme slovenčinu – komunikačne a zážitkovo. Bratislava: Slovenské pedagogické nakladateľstvo. 240 s.
PARTOVÁ, E. a kol. 2008. Didaktika elementárnej matematiky [online]. Dostupné na: www.delmat.fedu.uniba.sk
PODROUŽEK, L. – JŮVA, J. 2004. Přírodověda s didaktikou pro primární školu. Pelhřimov : Aleš Čeněk, s.r.o., 2004
SOURALOVÁ, E. (2002): Čtení neslyšících. 1. vyd. Olomouc: Univerzita Palackého, 2002, s. 74. ISBN 80-244-0433-8.
TARCSIOVÁ, D. 2005. Komunikačný systém sluchovo postihnutých a spôsoby prekonávania ich komunikačnej bariéry. Bratislava: Sapienta, 2005. ISBN 80-969112-7-9
TARCSIOVÁ, D. (2003): Čítanie a nepočujúce deti In: Speciální pedagogika, 2003, roč. 13, č. 2, s. 99–112.
ZBORTEKOVÁ K. 2002. Matematická spôsobilosť ťažko sluchovo postihnutých detí a možnosti ich stimulácie. In Speciální pedagogika 3, Praha
ŽOLDOŠOVÁ, K. 2006 Východiská primárneho prírodovedného vzdelávania. Bratislava: Veda, 2006.
Throughout the semester, the student will be evaluated continuously through a portfolio in which he/she will save all assignments submitted by the instructor during the semester. The student has the opportunity to earn 50 points on the interim evaluation. In the examination period, the course is concluded with a written examination of the knowledge acquired throughout the semester worth 50 points. A score of 60% is required to pass the test. In total, the student has the opportunity to earn 100 points on the midterm and final evaluations. 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 71 points is required for a C grade, a minimum of 61 points is required for a D grade and a minimum of 51 points is required for an E grade. Credit will not be awarded to a student who scores less than 50 points in the written test.
The grade shall be awarded on a scale:
A (100-91%, excellent - outstanding),
B (90-81%, very good - above average standard),
C (80-71%, good - normal reliable work),
D (70-61%, satisfactory - acceptable results),
E (60-51%, satisfactory - results meet minimum criteria),
Fx (50-0%, inadequate - extra work required).
A-excellent performance, student can/does/creates/critically evaluates; B-excellent performance, student can/does but critical thinking is borderline; C-good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
Slovak language and Czech language
1. Education of pupils with hearing impairment at the primary education level. State educational programme for primary education - 1st stage of primary school studies. Educational programme for pupils with hearing impairment at the primary level of education. Key competences of a pupil with hearing impairment. Educational areas and cross-cutting themes. Educational standards and framework curricula. Methods and forms of education for pupils with hearing impairment.
2.Didactic (teaching) principles. Special-educational and special-didactic principles. Teaching methods. Special methods. Organisational forms. Teaching aids and didactic equipment. Didactic games and their use. Learning and teaching objectives. Types and structure of lessons. Key competences. Assessment of learning outcomes, functions and forms of assessment.
3.The position of mathematics in the educational programme for pupils with hearing impairment ISCED 1, objectives of teaching mathematics, content of education, didactical analysis of the curriculum. Differences in mathematical skills between intact pupils and pupils with hearing impairment. Mathematical thinking and pupils with hearing impairment. Methods and forms of education. Word problems and pupils with hearing impairment. Impairment of mathematical abilities.
4.The position of the Slovak language in the curriculum for pupils with hearing impairment ISCED 1. Content of the teaching subject. Content, tasks and methods of education in the teaching subject Slovak language and literature in preparatory to fourth year of primary school for pupils with hearing impairment. Teacher's competences, pupil's competences. Specifics of education of pupils with hearing impairment in the subject of SJL. Writing and style education. Aim of education, reading and literacy at the primary level of education, stages of reading, specifics of reading of pupils with hearing impairment. Approaches to reading acquisition for pupils with hearing impairment, based on the use of sign and oral language. Reading methods. Alternative approaches to reading.
5.The position of science and social studies education in the ISCED 1 curriculum for pupils with hearing impairment. The roles of science and social studies education. Teaching the subject of primary education, science and social studies at the primary level. Specific methods. Use of ICT and modern teaching concepts.
6.Educational subjects and their position in the curriculum for pupils with hearing impairment.
50/50
The student acquires theoretical knowledge in the field of primary education of pupils with hearing impairment, orientates himself in the relevant legislation (school law, relevant decrees, state educational programme), characterizes the specifics of primary education of the hearing impaired. The student gets an overview of the possibilities of primary education of the hearing impaired, the profile of the graduate, key competences, educational areas and cross-cutting themes, objectives of primary education, educational standards and framework curricula, teaching methods, organisational forms, staffing, material and technical support. The student will gain an overview of the characteristics and objectives of individual subjects of primary education, their position in the educational programme for pupils with hearing impairment ISCED1.
The following transferable skills are also developed in the course: communication skills, analytical skills, abstract and critical thinking skills and thinking in context.
1P+1S - 1 hour per week lecture - 11x1 hours, total 11 hours per semester + 1 hour per week seminar - 11x1 hours, total 11 hours per semester by full-time or combined method
1P+1S=22 hours per semester
Student workload:
1P+1S: 11x 2 hours of direct instruction = 22 hours; 19 hours of portfolio assignments; 19 hours of final test preparation. Total 60 hours of student work.
Learning Methods:
Monological methods - lecturing, explaining, narrating. Dialogical methods - interview, debate, discussion. Didactic games. Project methods. Problem-based methods - creation of mind maps, brainstorming. Practical methods - written work, simulations, rehearsals. Guided self-study - working with text, solving problems and assignments.
Compulsory readings:
JURÁNEKOVÁ, Z., NEUVIRTHOVÁ, S., 2016. Špecifiká teórie edukácie žiakov so sluchovým postihnutím vo vyučovacom predmete Slovenský jazyka na primárnom stupni vzdelávania, In: SCHMIDTOVÁ, M. (ed.). 2016. Teória edukácie žiakov so sluchovým postihnutím II. Bratislava: IRIS, 2016. s. 13-37. ISBN 978-80-89726-87-5.
TARCSIOVÁ, D., JURÁNEKOVÁ, Z., TOMÁŠKOVÁ, M., 2021. Príručka o vzdelávaní žiaka s poruchou sluchu v bežnej triede, Bratislava: IRIS s.r.o., 2021. 95 s. (vybrané časti).
SCHMIDTOVÁ M. (ed.).2016. Teória edukácie žiakov so sluchovým postihnutím. Bratislava: Iris, 2016. 145 s. ISBN 978-80-89726-59-2.
Recommended readings:
PALENČAROVÁ, J. - KUPCOVÁ, J. - KESSELOVÁ, J. (2003). Učíme slovenčinu – komunikačne a zážitkovo. Bratislava: Slovenské pedagogické nakladateľstvo. 240 s.
SOURALOVÁ, E. (2002): Čtení neslyšících. 1. vyd. Olomouc: Univerzita Palackého, 2002, s. 74. ISBN 80-244-0433-8. TARCSIOVÁ, D. (2003): Čítanie a nepočujúce deti In: Speciální pedagogika, 2003, roč. 13, č. 2, s. 99–112.
Učebné osnovy a učebné plány slovenského jazyka ZŠ pre sluchovo postihnutých.
During the semester, the student will present his/her completed portfolio assignments on a topic assigned by the instructor.
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.
A student may obtain a maximum of 70 points for the written final examination and a maximum of 30 points for the portfolio.
Credit will not be awarded unless the student earns at least 55% on the written test. A minimum of 60% is required for passing the course.
Grades are awarded 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).
A-excellent performance, student can/does/creates/critically evaluates; B-excellent performance, student can/does but critical thinking is borderline; C-good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
slovak language, czech language
1.Definition of the subject Slovak language in the State Educational Programme - objectives, content, process. 2.Didactic principles specific for teaching Slovak language. 3.Teaching methods and forms in the subject Slovak language. 4.Didactic technique in the teaching of Slovak language. 5.Structure of the Slovak language lesson and its didactic analysis. 6.Complex linguistic analysis. Language exercises, their classification, methodological procedures in working with language exercises. 7.Sound level of language and spelling. Meaning/lexical plane. Shape/morphological plane. Syntactic/compositional plane. 8.Communicative reading skill. 9.Communicative skill to write. 10.Communication and style skills. 11.Modernization and effectiveness of the teaching process. 12.Activation methods and forms of work. 13.EXU-R communication framework supporting the development of critical and lateral thinking and learning.
100/0
The student will acquire adequate theoretical knowledge and practical skills necessary for teaching Slovak language and literature at the first level of primary schools for pupils with hearing impairment. At the same time, the student will acquire basic orientation in the design of the curriculum in the subject Slovak language and literature at the first level of primary schools and in the specifics of learning for pupils with hearing impairment. The following transferable skills are also developed in the course: communication skills, analytical skills, abstract and critical thinking skills and the ability to think in context.
1P+1S - 1 hour per week lecture - 11x1 hours, total 11 hours per semester + 1 hour per week seminar - 11x1 hours, total 11 hours per semester by full-time or combined method
1P+1S=22 hours per semester
Student workload:
1P+1S: 11x 2 hours of direct instruction = 22 hours; 19 hours of portfolio assignments; 19 hours of final test preparation. Total 60 hours of student work.
Learning Methods:
Monological methods - lecturing, explaining, narrating. Dialogical methods - interview, debate, discussion. Didactic games. Project methods. Problem-based methods - creation of mind maps, brainstorming. Practical methods - written work, simulations, rehearsals. Guided self-study - working with text, solving problems and assignments.
Compulsory readings:
JURÁNEKOVÁ, Z., NEUVIRTHOVÁ, S., 2016. Špecifiká teórie edukácie žiakov so sluchovým postihnutím vo vyučovacom predmete Slovenský jazyka na primárnom stupni vzdelávania, In: SCHMIDTOVÁ, M. (ed.). 2016. Teória edukácie žiakov so sluchovým postihnutím II. Bratislava: IRIS, 2016. s. 13-37. ISBN 978-80-89726-87-5.
TARCSIOVÁ, D., JURÁNEKOVÁ, Z., TOMÁŠKOVÁ, M., 2021. Príručka o vzdelávaní žiaka s poruchou sluchu v bežnej triede, Bratislava: IRIS s.r.o., 2021. 95 s. (vybrané časti).
SCHMIDTOVÁ M. (ed.).2016. Teória edukácie žiakov so sluchovým postihnutím. Bratislava: Iris, 2016. 145 s. ISBN 978-80-89726-59-2.
Recommended readings:
PALENČAROVÁ, J. - KUPCOVÁ, J. - KESSELOVÁ, J. (2003). Učíme slovenčinu – komunikačne a zážitkovo. Bratislava: Slovenské pedagogické nakladateľstvo. 240 s.
SOURALOVÁ, E. (2002): Čtení neslyšících. 1. vyd. Olomouc: Univerzita Palackého, 2002, s. 74. ISBN 80-244-0433-8. TARCSIOVÁ, D. (2003): Čítanie a nepočujúce deti In: Speciální pedagogika, 2003, roč. 13, č. 2, s. 99–112.
Učebné osnovy a učebné plány slovenského jazyka ZŠ pre sluchovo postihnutých.
During the semester, the student will present his/her completed portfolio assignments on a topic assigned by the instructor.
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.
A student may obtain a maximum of 70 points for the written final examination and a maximum of 30 points for the portfolio.
Credit will not be awarded unless the student earns at least 55% on the written test. A minimum of 60% is required for passing the course.
Grades are awarded 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).
A-excellent performance, student can/does/creates/critically evaluates; B-excellent performance, student can/does but critical thinking is borderline; C-good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
slovak language, czech language
1.Definition of the subject Slovak language in the State Educational Programme - objectives, content, process. 2.Didactic principles specific for teaching Slovak language. 3.Teaching methods and forms in the subject Slovak language. 4.Didactic technique in the teaching of Slovak language. 5.Structure of the Slovak language lesson and its didactic analysis. 6.Complex linguistic analysis. Language exercises, their classification, methodological procedures in working with language exercises. 7.Sound level of language and spelling. Meaning/lexical plane. Shape/morphological plane. Syntactic/compositional plane. 8.Communicative reading skill. 9.Communicative skill to write. 10.Communication and style skills. 11.Modernization and effectiveness of the teaching process. 12.Activation methods and forms of work. 13.EXU-R communication framework supporting the development of critical and lateral thinking and learning.
100/0
The student will acquire adequate theoretical knowledge and practical skills necessary for teaching Slovak language and literature at the first level of primary schools for pupils with hearing impairment. At the same time, the student will acquire basic orientation in the design of the curriculum in the subject Slovak language and literature at the first level of primary schools and in the specifics of learning for pupils with hearing impairment. The following transferable skills are also developed in the course: communication skills, analytical skills, abstract and critical thinking skills and the ability to think in context.
3P - 3 hours per week lecture, total 33 hours per semester, full-time or combined form
Student workload:
3P-3 hours of lectures -11x 3 hours of direct teaching = 33 hours; 10 hours of term paper preparation; 8 hours of midterm test preparation; 33 hours of final test preparation. Total 84 hours of student work.
Learning methods:
monological - lecture, interpretation, dialogical - interview, discussion, problem-based methods - creation of mind maps, brainstorming, practical methods -written, practice, guided self-study - work with text, solving tasks and assignments.
Compulsory readings:
TARCSIOVÁ, D. Posunkový jazyk a vzdelávanie nepočujúcich. Bratislava IRIS, 2019. s. 315 ISBN 978-80-8200-040-8.
Kolektív autorov: Bibi toll box, výsledky projektu De-Sign Bilingual dostupné na:
https://www.univie.ac.at/teach-designbilingual/index.php?id=28&matId=120
Recommended readings:
DOMANCOVÁ, I. – VOJTECHOVSKÝ, R. 2016. Slovenský posunkový jazyk – špecifický vyučovací predmet pre žiakov so sluchovým postihnutím jazyková úroveň A1,A2,B1. Bratislava: ŠPÚ, s. 78.
HOVORKOVÁ,S. – RZYMANOVÁ. M. – TARCSIOVÁ, D.: Máme dieťa s poruchou sluchu 2. – Kapitola 9 Posunkovať alebo neposunkovať? s. 146 – 194. https://www.nepocujucedieta.sk/buxus/docs/na_stiahnutie/Mame_dieta_s_poruchou_sluchu_WEB_2.pdf
SWANWICK, R. (2016): Deaf childrens bimodal bilingualism and education. 65 s. [cit. 2017-04-18]. Dostupné na internete: http://epints.whiterose.ac.uk/96878/
There will be one written quiz during the semester for 20 points, a term paper must be completed (25 points), and the student comes to the seminar prepared (5 points). The student will not be allowed to take the final test (50 points) until a minimum of 30 points has been earned during the semester. This means that he/she cannot be awarded credit for the course. The student must score a minimum of 50% on the final test.
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.
The grade is awarded 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)
A-excellent performance, student can/does/creates/critically evaluates; B-excellent performance, student can/does but critical thinking is borderline; C-good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E-minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment
slovak language, czech language
1. Historical cross-section of methods using sign language communication. The influence of the Milan Congress on the education of the deaf in Europe and America. 2. Changes in views of sign language. The academic direction of sign language research. The pedagogical direction of sign language research. European Parliament resolutions on sign language. Convention on the Rights of Persons with Disabilities.3. Total communication. Background and basic features of total communication. Arguments for and against total communication.4. Simultaneous communication. 5. The concept of bilingualism, bimodal bilingualism. Strategies of bilingual education. Bimodal bilingualism and its characteristics. Differences and similarities of hearing and deaf bilingualism. 6. The origins of the bilingual approach in deaf education. Bilingual education in early childhood and preschool. Conditions for bilingual education of the deaf at school age
7. The bilingual approach and its application in PSP. Bibi-toolbox and its analysis. Teacher training, aids, communication. Didactics of sign language. History of the Deaf as part of the subject.8. Bimodal-bilingual education of the Deaf in Europe.9. Acquisition of sign language.10. Teaching the subject of Slovak Sign Language. Educational area of special educational support and the teaching subject of Slovak Sign Language. 11. Sign language, bimodal bilingualism and integration/inclusion. 12. Bimodal bilingualism and cochlear implants. Deaf children of deaf parents and the cochlear implant.13. Selected aspects of didactics and methodology of bilingual education for the deaf.14. Deaf community and culture. Deaf Culture. Rules of conduct and rules of communication. Biculturalism, identity of persons with severe hearing loss.
50/50
The student will gain knowledge (theoretical background, representatives, principles, procedures) about the methods of educating deaf children and pupils using sign communication. The student will understand the psychological, psycholinguistic and pedagogical/special pedagogical reasons for introducing these methods. Understand the differences between the different methods and how they can be applied in education of deaf pupils.
The following transferable skills are also developed in the course Specific Methods of Education Using Sign Communication: analytical skills, abstract and critical thinking skills, communication skills, motivation and the ability to learn and think in context, metacognitive skills, supervisory skills, comparative skills
3P - three hours of lecture in a full-time or combined method 11x3 hours, a total of 33 hours per semester.
Student workload:
3P: 11x3 hours of direct teaching = 33 hours; 15 hours preparation of seminar work; 20 hours preparation for mid-term assessment; 30 hours preparation for examination. Total 98 hours of student work.
Learning methods:
Lecture, discussion, situation analysis method, guided self-study, case studies, heuristic method
Compulsory readings:
SCHMIDTOVÁ, M., 2009. Orálne a auditívno-verbálne prístupy vo vzdelávaní detí a žiakov so
sluchovým postihnutím, 2009. Bratislava: MABAG spol. s.r.o., 97 s. ISBN 978-80-89113-66-8.
SCHMIDTOVÁ, M., 2017. Rozvoj jazyka a reči u detí so sluchovým postihnutím, 2017.
Bratislava: IRIS s.r.o., 200 s., ISBN 978-80-8200-011-8.
HOVORKOVÁ, S., a kol., 2018. Máme dieťa s poruchou sluchu 1, 2018. Bratislava: Alfa print,
s.r.o., 546 s., ISBN 978-80-89895-11-3. (vybrané časti)
HOVORKOVÁ, S., a kol., 2017. Máme dieťa s poruchou sluchu 2, 2017. Bratislava: Alfa print,
s.r.o., 546 s., ISBN 978-80-89895-06-9. (vybrané časti)
Recommended readings:
HUDCOVÁ, Daniela; ADZIMOVÁ, Silvia; PETRÍK, Miroslava. 2026. Počujem - hovorím - komunikujem: od zvukov k reči cez sluch. Veľké Leváre: INFRA Slovakia,
HAMPL, I a SCHMIDTOVÁ, M. 2016. Špecifiká edukácie detí s poruchou sluchu v ranom veku,
2016. Bratislava: IRIS s.r.o., 222 s. ISBN 978-80-89726-85-1.
TARCSIOVÁ, D. a kol., 2016. Písmo a žiaci so stratou sluchu, 2016. Bratislava: IRIS s.r.o., 426
s. ISBN 978-80-89726-88-2. (vybrané časti)
NOVÁKOVÁ, I., a kol, 2020. Když dítě vidí, co má slyšet: Trénink jazykových schopností dle
D.B.Elkonina u dětí se sluchovým postižením, 2020. Praha: Univerzita Karlova Pedagogická
fakulta, 143 s., ISBN 978-80-7603-184-5.
During the semester, the student will prepare his/her term paper on a topic assigned by the teacher.
To obtain the final grade A, it is necessary to obtain at least 91 points, to obtain grade B at least 81 points, to obtain grade C at least 73 points, to obtain grade D at least 66 points and to obtain grade E at least 60 points.
A student may receive a maximum of 50 points for the written final examination and 50 points for the continuous assessment during the semester (of which a student may receive a maximum of 20 points for the seminar paper).
Credit will not be awarded unless the student earns at least 55% on the written test. To pass the course, a minimum score of 60% is required.
The grade is awarded 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).
A-excellent performance, student can/does/creates/critically evaluates; B-excellent performance, student can/does but critical thinking is borderline; C-good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
slovak, czech
1.Basic concepts of oral communication and spoken language 2.Specifics of spoken language acquisition and communication in children and pupils with hearing loss. 3.Factors influencing the development of spoken language in children and pupils with hearing loss. 4. Methods of education in the history of pedagogy of the hearing impaired using primarily spoken language 5.Methods of education in the present pedagogy of the hearing impaired using primarily spoken language 6.Theoretical foundations of the oral approach, auditory-verbal approach in education. 7. Principles, goals, strategies of oral and auditory-verbal approach. 8. Early care and special education intervention for the hearing impaired. 9. Phonemic awareness training for children and pupils with hearing loss. 10. Trends in the education of children and pupils with hearing loss.
50/50
The student defines basic terminological concepts, is oriented in specific methods of education of children and pupils with hearing loss using primarily spoken language, can describe the basic principles, goals and strategies of oral and auditory-verbal approach in education. The student will be able to specify the possibilities of using specific methods in education using primary spoken language.
The student develops critical thinking, reasoning in context, improves computer literacy, and is able to reflect on his/her own attitudes toward specific methods of educating children and students with hearing loss using primarily spoken language.
2 hours per week seminar - 11x2 hours, total of 22 hours per semester.
2S = 22 hours per semester
Student workload:
2S (2 credits): 11x2 hours of direct teaching = 22 hours; 16 hours of portfolio assignments; 22 hours of final test preparation. Total of 60 hours of student work.
Learning Methods:
Monological methods - lecturing, explaining, narrating. Dialogical methods - interview, debate, discussion. Didactic games. Project methods. Problem-based methods - creation of mind maps, brainstorming. Practical methods - written work, simulations, rehearsals. Guided self-study - working with text, solving problems and assignments.
DOMANCOVÁ, I., VOJTECHOVSKÝ, R. 2016. Slovenský posunkový jazyk: špecifický vyučovací predmet pre žiakov so sluchovým postihnutím - jazyková úroveň A1, A2, B1. 1. vyd. Bratislava: Štátny pedagogický ústav, 2016. s. 80. ISBN 978-80-8118-184-9.
KOUDELKOVÁ, Š., TARCSIOVÁ, D. 2017. Posunkuj so mnou: Základná posunková zásoba pre deti so sluchovým postihnutím. Bratislava: IRIS s.r.o., 2017. 202 s. ISBN 9788082000156.
SCHMIDTOVÁ, M. 1995. Sluchová výchova. Banská Bystrica : Metodické centrum, 1995. 38 s .ISBN 80-8041-078-X
TARCSIOVÁ, D. 2010. Základy posunkového jazyka pre študentov [elektronický dokument]. Bratislava: Mabag. 2010, 70 s. ISBN 978-80-89113-80-4.
Vzdelávací program pre sluchovo postihnutých primárne a nižšie sekundárne vzdelávanie (aktuálne verzia)
Rámcové osnovy jednotlivých špecifických vyučovacích predmetov.
by the instructor.
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.
A student may obtain a maximum of 70 points for the written final test and a maximum of 30 points for the portfolio.
Credit will not be awarded unless the student earns at least 55% on the written test. A minimum score of 60% is required to pass the course.
Grades are awarded 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).
A-excellent performance, student knows/can/creates/critically evaluates; B-excellent performance, student knows/can, but critical thinking is borderline; C-good performance, student although knows/learns, can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E-minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student did not meet the criteria for the assignment
slovak
Education of pupils with hearing impairment at the primary level. State educational programme for primary education. Educational programme for pupils with hearing impairment at the primary level of education. Educational area - Special educational support.
Hearing and speech education: characteristics, objectives, principles, course, content, methodological procedures used in hearing and speech education.
Communication skills: characteristics of the teaching subject, aim of the teaching subject, content of the teaching subject, methods, principles, forms. Communication and specifics of communication of pupils with hearing impairment. Special-educational diagnostics of communication skills of pupils with hearing impairment. Programmes to support the development of communication skills in pupils with hearing impairment.
Slovak Sign Language - characteristics of the teaching subject, aim of the teaching subject, content of the teaching subject, methods, principles, forms. Communication level A1 - A2.1 and communication topics.
Teaching aids used in teaching specific subjects at the primary education level.
100/0
Students will acquire adequate theoretical knowledge and practical skills on specific teaching subjects - auditory and speech education, communication skills and slovak sign language. They will be able to acquire and apply valid data for the formulation of goals, tasks, strategies of methods of auditory and speech education, to systematically form and develop communication skills of pupils with hearing impairment, to develop receptive, central and expressive components of speech of pupils with hearing impairment and to develop the ability of pupils with hearing impairment to express themselves in Slovak sign language, grammatical thinking, independence in working with available resources, acquiring age-appropriate knowledge of Slovak sign language.
The following transferable skills are also developed in the course: communication skills, analytical skills, abstract and critical thinking skills and thinking in context.
2 hours per week seminar - 11x2 hours, total of 22 hours per semester.
2S = 22 hours per semester
Student workload:
2S (2 credits): 11x2 hours of direct teaching = 22 hours; 16 hours of portfolio assignments; 22 hours of final test preparation. Total of 60 hours of student work.
Learning Methods:
Monological methods - lecturing, explaining, narrating. Dialogical methods - interview, debate, discussion. Didactic games. Project methods. Problem-based methods - creation of mind maps, brainstorming. Practical methods - written work, simulations, rehearsals. Guided self-study - working with text, solving problems and assignments.
DOMANCOVÁ, I., VOJTECHOVSKÝ, R. 2016. Slovenský posunkový jazyk: špecifický vyučovací predmet pre žiakov so sluchovým postihnutím - jazyková úroveň A1, A2, B1. 1. vyd. Bratislava: Štátny pedagogický ústav, 2016. s. 80. ISBN 978-80-8118-184-9.
KOUDELKOVÁ, Š., TARCSIOVÁ, D. 2017. Posunkuj so mnou: Základná posunková zásoba pre deti so sluchovým postihnutím. Bratislava: IRIS s.r.o., 2017. 202 s. ISBN 9788082000156.
SCHMIDTOVÁ, M. 1995. Sluchová výchova. Banská Bystrica : Metodické centrum, 1995. 38 s .ISBN 80-8041-078-X
TARCSIOVÁ, D. 2010. Základy posunkového jazyka pre študentov [elektronický dokument]. Bratislava: Mabag. 2010, 70 s. ISBN 978-80-89113-80-4.
Vzdelávací program pre sluchovo postihnutých primárne a nižšie sekundárne vzdelávanie (aktuálne verzia)
Rámcové osnovy jednotlivých špecifických vyučovacích predmetov.
by the instructor.
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.
A student may obtain a maximum of 70 points for the written final test and a maximum of 30 points for the portfolio.
Credit will not be awarded unless the student earns at least 55% on the written test. A minimum score of 60% is required to pass the course.
Grades are awarded 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).
A-excellent performance, student knows/can/creates/critically evaluates; B-excellent performance, student knows/can, but critical thinking is borderline; C-good performance, student although knows/learns, can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E-minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student did not meet the criteria for the assignment
slovak
Education of pupils with hearing impairment at the primary level. State educational programme for primary education. Educational programme for pupils with hearing impairment at the primary level of education. Educational area - Special educational support.
Hearing and speech education: characteristics, objectives, principles, course, content, methodological procedures used in hearing and speech education.
Communication skills: characteristics of the teaching subject, aim of the teaching subject, content of the teaching subject, methods, principles, forms. Communication and specifics of communication of pupils with hearing impairment. Special-educational diagnostics of communication skills of pupils with hearing impairment. Programmes to support the development of communication skills in pupils with hearing impairment.
Slovak Sign Language - characteristics of the teaching subject, aim of the teaching subject, content of the teaching subject, methods, principles, forms. Communication level A1 - A2.1 and communication topics.
Teaching aids used in teaching specific subjects at the primary education level.
100/0
Students will acquire adequate theoretical knowledge and practical skills on specific teaching subjects - auditory and speech education, communication skills and slovak sign language. They will be able to acquire and apply valid data for the formulation of goals, tasks, strategies of methods of auditory and speech education, to systematically form and develop communication skills of pupils with hearing impairment, to develop receptive, central and expressive components of speech of pupils with hearing impairment and to develop the ability of pupils with hearing impairment to express themselves in Slovak sign language, grammatical thinking, independence in working with available resources, acquiring age-appropriate knowledge of Slovak sign language.
The following transferable skills are also developed in the course: communication skills, analytical skills, abstract and critical thinking skills and thinking in context.
2P - 2 hours of lectures/week; total 22 hours per semester.
22 lectures per semester, 22 lectures per week (22 lectures per semester, 22 lectures per course).
Student workload:
2x11 hours of direct teaching (22 hours in total); continuous preparation (11 hours); preparation for midterm test (12 hours); group problem solving (3 hours); preparation of seminar paper - output in video format (12 hours); preparation for final exam (30 hours). 90 hours in total.
Teaching methods:
Group discussion, heuristic method, analysis of videos and real-life situations, implementation of a learning experiment, analysis of problem situations, guided independent study and work with a professional text
Required reading:
JEDLIČKA, R., KOŤA, J., SLAVÍK, J. (2018). Pedagogická psychologie pro učitele. Psychologie vo výchově a vzdělávaní. Grada. (vybrané kapitoly: 1.., 2., 3.2, 3.3. 3.4., 3.5, 3.6 ale aj 4., 5.6 a 9)
VALIHOROVÁ,M., GAJDOŠOVÁ, E. (2009). Kapitoly zo školskej psychológie. UMB.
Recommended readings:
ČÁP, J., MAREŠ, J. (2007). Psychologie pro učitele. Portál.
JURSOVÁ ZACHAROVÁ, Z., LEMEŠOVÁ, M., MIŠKOLCI, J., CABANOVÁ, K., HORVÁTHOVÁ, Ľ., SOKOLOVÁ, L. (2019). Postoje, inklúzia a predsudky v slovenských školách. Univerzita Komenského. (vybrané kapitoly: 2.2. Rozdielnosť detí – pohľad spoza učiteľskej katedry a 2.3 Rastové alebo fixné nastavenie pri vnímaní rozdielnosti, 2.4 Predsudky učiteľov a učiteliek voči rómskemu etniku vo vzťahu k inklúzii)
SOKOLOVÁ, L., JURSOVÁ ZACHAROVÁ, Z., LEMEŠOVÁ, M., CABANOVÁ, K., ŠRAMOVÁ, B. (2015). Osobnosť a sociálno-psychologické kompetencie učiteľov a učiteliek. Univerzita Komenského. s 7-69.
VESELSKÝ, M. (2007). Pedagogická psychológia 1. Teória a prax. Univerzita Komenského.
Web sites:
Asociácia školskej psychológie - http://www.aspsr.sk/skolska-psychologia
Pedagogická a školská psychológia (Učebnica) https://pdf.truni.sk/e-ucebnice/psp/
Časopis: Školní psycholog/Školský psychológ: https://journals.muni.cz/skolnipsycholog/index
There will be one written review during the semester with an opportunity to earn 20 points; students will present a seminar paper of max 10 minutes or make an interactive output in video format or via web applications (20 points), with feedback regarding the evaluation of their own and others' presentations (10 points). The examination will consist of a written part (30 points) and an oral part (20 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 scores less than 50% on any of the assignments. To pass the course, a score of at least 60% is required.
The grade is awarded 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)
For a grade of A, the student must have continuously produced excellent results throughout the semester, be capable of independent study, and be able to reflect on the problems presented. The student can critically evaluate the information presented, identify problems and propose original solutions, can select relevant sources for his/her study, can analyze and select professional or scientific information, is proficient in the theoretical and empirical knowledge of educational and school psychology and can apply it in special education practice when working with an individual or a group.
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 educational and school psychology, can navigate the literature, and can apply the knowledge gained to practice in working with children and students, but there are deficiencies in his/her critical and creative thinking.
A grade of C means that the student has performed well during the semester, his/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. More deficiencies in critical and inductive thinking emerge.
A grade of D means that the student has been less well prepared during the semester, has moderate deficiencies in theoretical knowledge related to the subject of education and has more difficulties 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, but is proficient in most of the theoretical knowledge of the course.
Active knowledge of Slovak language and passive knowledge of English and Czech language (reading literature, understanding videos) is required.
1. system and methods of educational and school psychology, determinants of individual psyche formation (lecture + discussion)
2. Social-psychological cognition in the pedagogical space (impression formation, distorting mechanisms about others, attitudes, stereotypes) (film analysis)
3. Communication in the pedagogical process - verbal and non-verbal communication, conflict situations and their resolution (discussion, analysis of problem situations)
4. Psychological issues of learning. The concept of learning in terms of psychological theories of learning, types of learning, laws of learning, control of learning processes, motivation and its influence on learning. (lecture + discussion + work on experiment)
5. (lecture + exercises)
6. Psychological analysis of pupils' success and failure in school. Psychological aspects of personality and social-psychological competences of the teacher/person working with the child. (lecture + case studies)
7. Psychological issues of education, logical consequences (lecture + discussion, heuristic methods, analysis of problem situations )
8. Counselling in schools, school psychologist and his/her tasks in school, ethical standards of school psychologist's work. (lecture + independent work)
9. Sequential model of school psychologist's activity (presentation + papers)
10. Individual peculiarities of pupils and work with them. Multiculturalism, culture of poverty (presentation + papers)
11. Presentation of other research findings in school and educational psychology (short presentations by male and female students from the literature)
50/50
The aim is for students to gain a deep cross-cutting knowledge of the field and to know the contexts and relationships of educational and school psychology in relation to the field of study of special education. Students will be able to creatively and actively approach the work with children and pupils in school, know their motivation and know how to select the right way of learning in individual conditions when working with a child, differentiate between different educational styles and educational situations, understand the failure of pupils and know how to motivate them. They are also able to assess, analyse, evaluate and compare information, as well as integrate and use it for the needs of the practice of their field. They are able to think critically and evaluate different models of learning and working with children, they are able to solve problems, work in teams and coordinate with other colleagues, make independent decisions when solving problematic tasks, they are able to formulate information about the process and results of solving problematic tasks, and they are able to take responsibility for their decisions in the context of the ethical criteria of their work. They know the school system and the importance of special educators working collaboratively with other educational or professional staff in the school. They develop their presentation skills and technical competence.
2P - 2 hours of lectures/week; total 22 hours per semester.
22 lectures per semester, 22 lectures per week (22 lectures per semester, 22 lectures per course).
Student workload:
2x11 hours of direct teaching (22 hours in total); continuous preparation (11 hours); preparation for midterm test (12 hours); group problem solving (3 hours); preparation of seminar paper - output in video format (12 hours); preparation for final exam (30 hours). 90 hours in total.
Teaching methods:
Group discussion, heuristic method, analysis of videos and real-life situations, implementation of a learning experiment, analysis of problem situations, guided independent study and work with a professional text
Required reading:
JEDLIČKA, R., KOŤA, J., SLAVÍK, J. (2018). Pedagogická psychologie pro učitele. Psychologie vo výchově a vzdělávaní. Grada. (vybrané kapitoly: 1.., 2., 3.2, 3.3. 3.4., 3.5, 3.6 ale aj 4., 5.6 a 9)
VALIHOROVÁ,M., GAJDOŠOVÁ, E. (2009). Kapitoly zo školskej psychológie. UMB.
Recommended readings:
ČÁP, J., MAREŠ, J. (2007). Psychologie pro učitele. Portál.
JURSOVÁ ZACHAROVÁ, Z., LEMEŠOVÁ, M., MIŠKOLCI, J., CABANOVÁ, K., HORVÁTHOVÁ, Ľ., SOKOLOVÁ, L. (2019). Postoje, inklúzia a predsudky v slovenských školách. Univerzita Komenského. (vybrané kapitoly: 2.2. Rozdielnosť detí – pohľad spoza učiteľskej katedry a 2.3 Rastové alebo fixné nastavenie pri vnímaní rozdielnosti, 2.4 Predsudky učiteľov a učiteliek voči rómskemu etniku vo vzťahu k inklúzii)
SOKOLOVÁ, L., JURSOVÁ ZACHAROVÁ, Z., LEMEŠOVÁ, M., CABANOVÁ, K., ŠRAMOVÁ, B. (2015). Osobnosť a sociálno-psychologické kompetencie učiteľov a učiteliek. Univerzita Komenského. s 7-69.
VESELSKÝ, M. (2007). Pedagogická psychológia 1. Teória a prax. Univerzita Komenského.
Web sites:
Asociácia školskej psychológie - http://www.aspsr.sk/skolska-psychologia
Pedagogická a školská psychológia (Učebnica) https://pdf.truni.sk/e-ucebnice/psp/
Časopis: Školní psycholog/Školský psychológ: https://journals.muni.cz/skolnipsycholog/index
There will be one written review during the semester with an opportunity to earn 20 points; students will present a seminar paper of max 10 minutes or make an interactive output in video format or via web applications (20 points), with feedback regarding the evaluation of their own and others' presentations (10 points). The examination will consist of a written part (30 points) and an oral part (20 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 scores less than 50% on any of the assignments. To pass the course, a score of at least 60% is required.
The grade is awarded 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)
For a grade of A, the student must have continuously produced excellent results throughout the semester, be capable of independent study, and be able to reflect on the problems presented. The student can critically evaluate the information presented, identify problems and propose original solutions, can select relevant sources for his/her study, can analyze and select professional or scientific information, is proficient in the theoretical and empirical knowledge of educational and school psychology and can apply it in special education practice when working with an individual or a group.
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 educational and school psychology, can navigate the literature, and can apply the knowledge gained to practice in working with children and students, but there are deficiencies in his/her critical and creative thinking.
A grade of C means that the student has performed well during the semester, his/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. More deficiencies in critical and inductive thinking emerge.
A grade of D means that the student has been less well prepared during the semester, has moderate deficiencies in theoretical knowledge related to the subject of education and has more difficulties 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, but is proficient in most of the theoretical knowledge of the course.
Active knowledge of Slovak language and passive knowledge of English and Czech language (reading literature, understanding videos) is required.
1. system and methods of educational and school psychology, determinants of individual psyche formation (lecture + discussion)
2. Social-psychological cognition in the pedagogical space (impression formation, distorting mechanisms about others, attitudes, stereotypes) (film analysis)
3. Communication in the pedagogical process - verbal and non-verbal communication, conflict situations and their resolution (discussion, analysis of problem situations)
4. Psychological issues of learning. The concept of learning in terms of psychological theories of learning, types of learning, laws of learning, control of learning processes, motivation and its influence on learning. (lecture + discussion + work on experiment)
5. (lecture + exercises)
6. Psychological analysis of pupils' success and failure in school. Psychological aspects of personality and social-psychological competences of the teacher/person working with the child. (lecture + case studies)
7. Psychological issues of education, logical consequences (lecture + discussion, heuristic methods, analysis of problem situations )
8. Counselling in schools, school psychologist and his/her tasks in school, ethical standards of school psychologist's work. (lecture + independent work)
9. Sequential model of school psychologist's activity (presentation + papers)
10. Individual peculiarities of pupils and work with them. Multiculturalism, culture of poverty (presentation + papers)
11. Presentation of other research findings in school and educational psychology (short presentations by male and female students from the literature)
50/50
The aim is for students to gain a deep cross-cutting knowledge of the field and to know the contexts and relationships of educational and school psychology in relation to the field of study of special education. Students will be able to creatively and actively approach the work with children and pupils in school, know their motivation and know how to select the right way of learning in individual conditions when working with a child, differentiate between different educational styles and educational situations, understand the failure of pupils and know how to motivate them. They are also able to assess, analyse, evaluate and compare information, as well as integrate and use it for the needs of the practice of their field. They are able to think critically and evaluate different models of learning and working with children, they are able to solve problems, work in teams and coordinate with other colleagues, make independent decisions when solving problematic tasks, they are able to formulate information about the process and results of solving problematic tasks, and they are able to take responsibility for their decisions in the context of the ethical criteria of their work. They know the school system and the importance of special educators working collaboratively with other educational or professional staff in the school. They develop their presentation skills and technical competence.
Scope, type/method of teaching and organizational form: 2 hours of lecture per week + 1 hour of seminar per week, 33 hours in total per semester, combined method (primarily full-time).
Student workload:
2P+1S (3 credits): 11 x 2 hours of direct lecture teaching = 22 hours; 11 x 1 hour of direct seminar teaching = 11 hours; 3 hours of preparation for seminar discussion; 22 hours of preparation for mid-term assessment; 32 hours of preparation for final assessment. Total 90 hours of student work.
Learning methods:
Discussion of the topic covered; problem solving exercises; application of theoretical knowledge to practical examples, e-learning.
Compulsory/Recommended readings:
KOSTRUB, D. 2016. Základy kvalitatívnej metodológie. Keď interpretované významy znamenajú viac ako vysoké čísla. Bratislava: UK. 2016. ISBN 978-80-223-4166-0
SEVERINI, E., KOSTRUB, D. 2018. Kvalitatívne skúmanie v predprimárnom vzdelávaní. [online]. Prešov: Rokus. 2018. Dostupná na: https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KPPE/publikacie/Kvalitativne_skumanie_severini_kostrub_2018.pdf
TOMŠIK, R. 2017. Kvantitatívny výskum v pedagogických vedách. Úvod do metodológie a štatistického spracovania. [online]. Nitra: PdF, UKF v Nitre. 2017. Dostupná na: https://www.pf.ukf.sk/images/docs/projekty/2017/pC-Cp/publikacie/Kvantitat%C3%ADvny%20v%C3%BDskum.pdf
Recommended readings:
GAVORA, P. a kol. 2010. Elektronická učebnica pedagogického výskumu. [online]. Bratislava: UK. 2010. Dostupná na: http://www.e-metodologia.fedu.uniba.sk/
SEVERINI, E., KOŽUCHOVÁ, M., BREZOVSKÁ, L. 2021. Kvalitatívna metodológia ako základ realizácie nášho skúmania. In Individuálne (domáce) vzdelávanie. [online]. Ostrava: Key Publishing s.r.o., 2021. S. 59-93. Dostupná na: https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KPPE/publikacie/Individualne_vzdelavanie_severini_kozuchova_brezovska_2021.pdf
There will be two forms of assessment for 50 points during the semester. 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 30 points in any form of assessment. To pass the course, a score of at least 60% is required.
Intermediate assessment: written test (the student should be able to distinguish quantitative methodology from qualitative methodology, including the associated terminological apparatus).
Final assessment: independent written work (the student has to prepare an independent written work of a conceptual nature, submit it in electronic form and verbally present solutions for the application of research methods in his/her own reduced research project related to the selected research topic).
The assessment is awarded on a scale of:
A (100 - 91%, excellent - outstanding results): the student presents the theoretical knowledge of the use of quantitative and qualitative research methodology in an excellent manner and is able to apply the theoretical knowledge creatively and originally in the design of his/her own research project;
B (90 - 81 %, very good - above average standard): the student presents the theoretical knowledge of the use of quantitative and qualitative research methodology at a very good level and is able to apply the theoretical knowledge creatively at a very good level in the design of his/her own research project;
C (80 - 73 %, good - normal reliable work): the student presents the theoretical knowledge of the methodology of quantitative and qualitative research at an average level and is able to apply the theoretical knowledge adequately to the design of his/her own research project;
D (72-66%, satisfactory - acceptable results): the student presents the theoretical knowledge of the use of quantitative and qualitative research methodology at a satisfactory level and can adequately apply the theoretical knowledge to the design of his/her own research project;
E (65-60%, satisfactory - results meet the minimum criteria): the student presents the theoretical knowledge of the use of quantitative and qualitative research methodology at a low level and is deficient in applying the theoretical knowledge to the design of his/her own research project;
Fx (59 - 0 %, insufficient - additional work required): the student has significant deficiencies in theoretical knowledge of the use of quantitative and qualitative research methodology and/or in its application to the design of his/her own research project.
Slovak language
Brief outline of the course: the content of the course contributes to the objectives and outcomes of education (graduate profile) with the following topics:
Methodology of quantitative and qualitative oriented research. The aim of the topic is to become familiar with quantitative and qualitative research methodology, which examines and describes the planning, organization and implementation of research, including the evaluation of research data. The student is to gain knowledge of the researcher's activities before entering the field (on planning the research), during the field phase of the research (on the use of research methods) and after returning from the field (on the evaluation and interpretation of the data collected in the field). The student is able to evaluate the significance of the various activities of the researcher and is able to apply them in practice.
Analysis and analysis of selected quantitative and qualitative research methods. The aim of the topic is to familiarize the student with selected research methods used in quantitative and qualitative oriented research. The student is to acquire the ability to apply individual research methods in research with a well-defined method of research data collection and processing. The student should acquire knowledge about research methodology as a set of several methods and procedures used by the researcher in a specific research and subsequently be able to apply them in his/her own research activities.
Methodology of pedagogical research process. The aim of the topic is to become familiar with pedagogical research in education as one of the types of scientific research in which the researcher (and teacher) systematically investigate pedagogical practice. The student is to acquire the competence to apply the different strategies of pedagogical inquiry in educational practice.
Methodology of the teacher research process. The aim of the topic is to become familiar with teacher inquiry in education as one type of scientific research in which the teacher as researcher systematically investigates his/her own didactic practice. The student is to acquire the ability to apply the different strategies of teacher research in pedagogical practice.
Methodology of the action research process. The aim of the topic is to become familiar with action research in education as one type of scientific research in which teacher-researchers systematically investigate their own didactic practice. The student is to acquire competences to apply the different strategies of action research in pedagogical practice.
Research topic and research problem. The aim of the topic is to familiarize the student with the factors that determine the choice, the development of a research topic and the systematic conceptualization of the topic. The student should acquire the ability to apply the given factors in the definition of a research topic. The student should acquire knowledge of the theoretical understanding of the research problem in which the informational preparation of the research plays a key role and subsequently be able to apply it in practice.
Research project. The aim of the topic is to become familiar with the concept of a research plan as a detailed description of an upcoming research, which is made before the research and serves as a scenario for its implementation. The student should acquire knowledge about the concept of a research project, which he/she can then apply in practice and is able to determine the roles of the researcher during the research.
50/50
Aims and learning outcomes: the aim of the course is to gain theoretical knowledge about the methodology of pedagogical, teacher and action research. By completing the course, the student will gain adequate knowledge of research tools and methods of quantitative and qualitative oriented research. The student will be able to apply the principles of the methodology of science to teaching and educational sciences. The student will be able to apply scientific terminology and conduct a thematic discussion within the framework of research methodology. The student will be able to critically assess a research situation and derive from it an appropriate research design, research genre, repertoire of research procedures, and inventory of research tools, methods, and techniques. By completing the course, the student will be able to continue to expand his/her professional knowledge and to pursue scientific research activities in the context of rigorous continuation or doctoral studies. The student will develop the following transferable competences: communication, mathematical, organisational, digital, analytical, as well as creativity and creativity, motivation and availability to learn and think in context.
Type, scope and methods of training activities: 2P per week
Student workload:
2P (3 credits): 11 x 2 hours of direct teaching = 22 hours; 16 hours preparation of seminar paper; 52 hours preparation for final assessment. Total 90 hours of student work.
Learning Methods:
Explanation; lecture; discussion of the topic covered; brainstorming; method of working with textual material; teaching based on practical experience; method of students' independent work
Compulsory/Recommended readings:
BELEŠOVÁ, M. 2018. Primárne vzdelávanie v teórii a v praxi. Bratislava : Univerzita Komenského, 2018.
BELEŠOVÁ, M. 2021. Detské naivné teórie v kontexte edukácie. Bratislava: Univerzita Komenského, 2021.
BELEŠOVÁ, M. 2021. Adaptačná stáž v základnej škole. Bratislava: Univerzita Komenského, 2021
Recommended reading:
JAKUBÍKOVÁ, Z., KOSTRUB, D. 2009. Vybrané didaktické modely uplatňované v súčasnej didaktickej praxi. Prešov: Rokus, 2009.
PETLÁK, E. 2019. Motivácia v edukačnom procese. Bratislava: Wolters Kluwer, 2019.
PETLÁK, E. 2007. Pedagogicko-didaktická práca učiteľa. Bratislava : Iris, 2007.
KOŽUCHOVÁ, M. a kol. 2019. Kurikulum primárneho vzdelávania. Bratislava: Univerzita Komenského, 2019.
SIEGLOVÁ, D. 2019. Konec školní nudy. Didaktické metody pro 21. století. Praha : Grada publishing, a.s. 2019.
ŠAFRÁNOVÁ, D. 2019. Pedagogika. 2. vydanie. Praha : Grada publishing, a.s., 2019.
Štátny vzdelávací program pre primárne vzdelávanie.
TÓTHOVÁ, R., KOSTRUB, D., FERKOVÁ, Š. 2017. Žiak, učiteľ a výučba (všeobecná didaktika pre študentov učiteľstva. Prešov: Rokus, 2017.
The student will produce one term paper worth 50 points during the semester. The seminar paper should demonstrate the practical application of the student's theoretical knowledge, while monitoring the student's ability for independent creative work and the handling of professional literature.
At the end of the semester, the student will be evaluated on the basis of a written test worth 50 points of the knowledge acquired throughout 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 scores less than 25 points on a written test. To pass the course, a score of at least 60 % is required.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding results): the student has an excellent command of the laws and principles of primary education and education, can respond promptly and spontaneously during lectures to the teacher's prompts, the student is self-initiative and asks questions in the context of the problem being addressed. The student participates to some extent in the development of the teaching, bringing his/her own experience and insights from practice into it. His/her written expression in the seminar paper is correct, citationally correct, grammatically sound and creative.
B (90-81%, very good - above average standard): the student masters the laws and principles of the functioning of primary education and education with minor deficiencies, has acquired key competences, can respond promptly during lectures to the teacher's challenges, the student is self-initiative and asks questions in the context of the problem addressed. His/her written expression in the term paper is correct, grammatically sound and creative. The results of his/her activities are of good quality, with minor shortcomings.
C (80-73%, good - normal reliable work): the student has an average, i.e. good, command of the laws and principles of primary education and education, has acquired key competences, and can respond to the teacher's prompts during lectures. The student himself is not proactive, does not ask questions in the context of the problem addressed. His communication style is not disruptive, but he is not sure of his answer and his speech does not have significant disruptive elements. His written expression in the term paper is good, but his grammatical expression is of lesser quality.
D (72-66%, satisfactory - acceptable results): the student has a satisfactory level of mastery of the material. Although he/she has some gaps in the theory, he/she cannot apply it to the solution of practical experiences. He is not active during teaching, does not bring new ideas, takes the role of a passive observer. He accepts the learning as the teacher conveys it to him. Memorization, as opposed to critical thinking, is more prevalent in the student. His writing
expression is often seriously deficient in accuracy, precision and conciseness.
E (65-60%, satisfactory - results meet minimum criteria): the student has only a minimal knowledge of the laws and principles of primary pedagogy; he/she responds almost completely to the teacher's instructions and prompts; the student does not take initiative and does not ask questions in the context of the problem being addressed. He is unable to apply his theoretical knowledge in practical terms, he has no recommendations for the right solution options. The student is rather in the position of a passive recipient of knowledge. His written expression in the seminar paper is at a low level, the student is not creative, he uses numerous quotations without his own opinion. His grammatical expression is not flawless and stylistically correct.
Fx (59-0%, Inadequate - extra work required): given if the student fails to attend the regular assessment date without giving a reason, or if the student fails to meet the prescribed level of continuous assessment or the prescribed level of compulsory attendance at learning activities. The student has not acquired the knowledge and skills to a degree that would enable him/her to meet at least the minimum criteria for the award of a pass grade.
Slovak language and Czech language
The curriculum of the course is designed in such a way that after its practical teaching students are able to apply the theoretical knowledge to the practical context of the teaching profession. The graduate masters the professional content and terminology of the relevant thematic elements of the given lectures as a specific area of the Master's degree in Special Education. He/she is able to work actively with this knowledge and knowledge and use it in the position of a pedagogical employee in primary education. The graduate is able to expand his/her knowledge, competences and skills in his/her specialisation throughout his/her life. The theoretical knowledge acquired during the course Primary Pedagogy and Education will enable the student to establish the foundations of his/her own teaching style, to develop his/her abilities, to investigate the quality and effectiveness of pedagogical activity and the ability to flexibly change approaches and strategies of action, and thus to cultivate his/her own decision-making processes.
1. The position of primary education in the school system.
2. The legislative and conceptual framework of primary education. Pedagogical documents.
3. The child's entry into school. School readiness and its diagnosis.
4. Curriculum of primary school education.
5. Theoretical foundations of education and concepts of teaching.
6. Educational objectives and their function in the teaching process.
7. Design of the teaching process and management of the teaching process.
8. Teaching methods. Organisational forms of teaching. Teaching resources.
9. Pupil, characteristics of his personality, internal and external factors of education, learning styles.
10. Pupil's adaptation process when entering school.
11. The teacher, characteristics of his/her personality. Typology of teachers. Teaching as a stressful profession.
50/50
Students will acquire appropriate and up-to-date theoretical knowledge and practical skills in primary pedagogy and education, starting with the place of primary education in lifelong learning, through all the content and process characteristics of primary education, and ending with the link of the school to the broader social context. They will expand their knowledge in connection with didactical thinking and reflecting on the subjects and objects of the teaching process. They apply their didactic competences in the process of dealing with different didactic situations. They are able to compare different concepts of primary education in Slovakia. They identify the problems occurring in the primary education environment and look for ways of solving them. They design teaching in primary education. Students acquire competences of teacher's work in the field of classroom organisation and management. Students are able to think analytically, synthetically and creatively, are able to argue and can take and defend their own position on any given problem in the context of the topics presented. Students are able to think in contexts that they will be able to develop in a variety of situations as they arise. Students will gain a foundation of reflectivity for their future profession. They know that they themselves will have to continuously educate themselves on the subject.
Type, scope and methods of training activities: 2P per week
Student workload:
2P (3 credits): 11 x 2 hours of direct teaching = 22 hours; 16 hours preparation of seminar paper; 52 hours preparation for final assessment. Total 90 hours of student work.
Learning Methods:
Explanation; lecture; discussion of the topic covered; brainstorming; method of working with textual material; teaching based on practical experience; method of students' independent work
Compulsory/Recommended readings:
BELEŠOVÁ, M. 2018. Primárne vzdelávanie v teórii a v praxi. Bratislava : Univerzita Komenského, 2018.
BELEŠOVÁ, M. 2021. Detské naivné teórie v kontexte edukácie. Bratislava: Univerzita Komenského, 2021.
BELEŠOVÁ, M. 2021. Adaptačná stáž v základnej škole. Bratislava: Univerzita Komenského, 2021
Recommended reading:
JAKUBÍKOVÁ, Z., KOSTRUB, D. 2009. Vybrané didaktické modely uplatňované v súčasnej didaktickej praxi. Prešov: Rokus, 2009.
PETLÁK, E. 2019. Motivácia v edukačnom procese. Bratislava: Wolters Kluwer, 2019.
PETLÁK, E. 2007. Pedagogicko-didaktická práca učiteľa. Bratislava : Iris, 2007.
KOŽUCHOVÁ, M. a kol. 2019. Kurikulum primárneho vzdelávania. Bratislava: Univerzita Komenského, 2019.
SIEGLOVÁ, D. 2019. Konec školní nudy. Didaktické metody pro 21. století. Praha : Grada publishing, a.s. 2019.
ŠAFRÁNOVÁ, D. 2019. Pedagogika. 2. vydanie. Praha : Grada publishing, a.s., 2019.
Štátny vzdelávací program pre primárne vzdelávanie.
TÓTHOVÁ, R., KOSTRUB, D., FERKOVÁ, Š. 2017. Žiak, učiteľ a výučba (všeobecná didaktika pre študentov učiteľstva. Prešov: Rokus, 2017.
The student will produce one term paper worth 50 points during the semester. The seminar paper should demonstrate the practical application of the student's theoretical knowledge, while monitoring the student's ability for independent creative work and the handling of professional literature.
At the end of the semester, the student will be evaluated on the basis of a written test worth 50 points of the knowledge acquired throughout 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 scores less than 25 points on a written test. To pass the course, a score of at least 60 % is required.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding results): the student has an excellent command of the laws and principles of primary education and education, can respond promptly and spontaneously during lectures to the teacher's prompts, the student is self-initiative and asks questions in the context of the problem being addressed. The student participates to some extent in the development of the teaching, bringing his/her own experience and insights from practice into it. His/her written expression in the seminar paper is correct, citationally correct, grammatically sound and creative.
B (90-81%, very good - above average standard): the student masters the laws and principles of the functioning of primary education and education with minor deficiencies, has acquired key competences, can respond promptly during lectures to the teacher's challenges, the student is self-initiative and asks questions in the context of the problem addressed. His/her written expression in the term paper is correct, grammatically sound and creative. The results of his/her activities are of good quality, with minor shortcomings.
C (80-73%, good - normal reliable work): the student has an average, i.e. good, command of the laws and principles of primary education and education, has acquired key competences, and can respond to the teacher's prompts during lectures. The student himself is not proactive, does not ask questions in the context of the problem addressed. His communication style is not disruptive, but he is not sure of his answer and his speech does not have significant disruptive elements. His written expression in the term paper is good, but his grammatical expression is of lesser quality.
D (72-66%, satisfactory - acceptable results): the student has a satisfactory level of mastery of the material. Although he/she has some gaps in the theory, he/she cannot apply it to the solution of practical experiences. He is not active during teaching, does not bring new ideas, takes the role of a passive observer. He accepts the learning as the teacher conveys it to him. Memorization, as opposed to critical thinking, is more prevalent in the student. His writing
expression is often seriously deficient in accuracy, precision and conciseness.
E (65-60%, satisfactory - results meet minimum criteria): the student has only a minimal knowledge of the laws and principles of primary pedagogy; he/she responds almost completely to the teacher's instructions and prompts; the student does not take initiative and does not ask questions in the context of the problem being addressed. He is unable to apply his theoretical knowledge in practical terms, he has no recommendations for the right solution options. The student is rather in the position of a passive recipient of knowledge. His written expression in the seminar paper is at a low level, the student is not creative, he uses numerous quotations without his own opinion. His grammatical expression is not flawless and stylistically correct.
Fx (59-0%, Inadequate - extra work required): given if the student fails to attend the regular assessment date without giving a reason, or if the student fails to meet the prescribed level of continuous assessment or the prescribed level of compulsory attendance at learning activities. The student has not acquired the knowledge and skills to a degree that would enable him/her to meet at least the minimum criteria for the award of a pass grade.
Slovak language and Czech language
The curriculum of the course is designed in such a way that after its practical teaching students are able to apply the theoretical knowledge to the practical context of the teaching profession. The graduate masters the professional content and terminology of the relevant thematic elements of the given lectures as a specific area of the Master's degree in Special Education. He/she is able to work actively with this knowledge and knowledge and use it in the position of a pedagogical employee in primary education. The graduate is able to expand his/her knowledge, competences and skills in his/her specialisation throughout his/her life. The theoretical knowledge acquired during the course Primary Pedagogy and Education will enable the student to establish the foundations of his/her own teaching style, to develop his/her abilities, to investigate the quality and effectiveness of pedagogical activity and the ability to flexibly change approaches and strategies of action, and thus to cultivate his/her own decision-making processes.
1. The position of primary education in the school system.
2. The legislative and conceptual framework of primary education. Pedagogical documents.
3. The child's entry into school. School readiness and its diagnosis.
4. Curriculum of primary school education.
5. Theoretical foundations of education and concepts of teaching.
6. Educational objectives and their function in the teaching process.
7. Design of the teaching process and management of the teaching process.
8. Teaching methods. Organisational forms of teaching. Teaching resources.
9. Pupil, characteristics of his personality, internal and external factors of education, learning styles.
10. Pupil's adaptation process when entering school.
11. The teacher, characteristics of his/her personality. Typology of teachers. Teaching as a stressful profession.
50/50
Students will acquire appropriate and up-to-date theoretical knowledge and practical skills in primary pedagogy and education, starting with the place of primary education in lifelong learning, through all the content and process characteristics of primary education, and ending with the link of the school to the broader social context. They will expand their knowledge in connection with didactical thinking and reflecting on the subjects and objects of the teaching process. They apply their didactic competences in the process of dealing with different didactic situations. They are able to compare different concepts of primary education in Slovakia. They identify the problems occurring in the primary education environment and look for ways of solving them. They design teaching in primary education. Students acquire competences of teacher's work in the field of classroom organisation and management. Students are able to think analytically, synthetically and creatively, are able to argue and can take and defend their own position on any given problem in the context of the topics presented. Students are able to think in contexts that they will be able to develop in a variety of situations as they arise. Students will gain a foundation of reflectivity for their future profession. They know that they themselves will have to continuously educate themselves on the subject.
Type, scope and methods of educational activities:
Seminar, 2 hours per week, 22 hours per semester, combined (primarily full-time)
Student workload:
22 hours of direct teaching; 22 hours of preparation for continuous assessment; 31 hours of preparation for final assessment. A total of 66 hours of student work.
Teaching methods:
Lecturing, (problem-based) explanation, explanation, instruction, discussion, colloquium, mind mapping, brainstorming (Philips 66), heuristic methods, situation analysis method, guided self-study
Compulsory/Recommended readings:
TOTHOVÁ R., KOSTRUB, D., FERKOVÁ Š. 2017. Žiak, učiteľ a výučba (všeobecná didaktika pre študentov učiteľstva). Prešov: ROKUS. ISBN 978-80-89510-61-0.
Recommended reading:
KOSTRUB, D. 2008. Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský trojuholník? Prešov: ROKUS. ISBN 978-80-89055-87-6.
KOSTRUB, D., OSTRADICKÝ, P. 2016. Participative didactics as an inspiration for students. In INWENCJA W EDUKACJI DZIECI, MLODZIEZY I DOROSLYCH, 2016, s. 428-438. ISBN 978-83-941235-5-0.
KOSTRUB, D., OSTRADICKÝ, P. 2014. Phenomena that determine didactic teacher thinking within the process of selecting optimal methods of teaching. In EDUKACJA KU PRZYSZLOŠCI, 2014, 1. vyd., s.114-122. ISBN 978-83-62160-20-4.
KOREŇOVÁ, L., KOSTRUB, D.-OSTRADICKÝ, P. 2018. Constructionist teaching and learning of mathematics through the optics of qualitative methodology. In DICTAP2018 & ICEE2018 [elektronický dokument]. - : 1. vyd. ISBN 978-1-941968-50-5.
HLÁSNA, S., HORVÁTHOVÁ, K., MUCHA, M., TÓTHOVÁ, R., 2006. Úvod do pedagogiky. Nitra : ENIGMA. ISBN: 80-89132-29-4 (3.kap.: Všeobecná didaktika).
SKALKOVÁ, J. 2007. Obecná didaktika. 2., rozšírené a aktualizované vydanie. Praha : Grada,2007. ISBN: 80-24718-21-7.
OSTRADICKÝ, P. 2017. Interakčný príklon vs. interakčný odklon vo vyučovaco-učebných činnostiach výučby. In MMK 2017 [elektronický zdroj]. - Brno : Masarykova univerzita, 2017. - ISBN 978-80-87952-22-1. - S. 843-852 [CD-ROM].
PORUBSKÝ, Š. 2007. Učiteľ-diskurz-žiak. Osobnostno-sociálny model primárnej edukácie. Banská Bystrica : UMB v Banskej Bystrici, 2007. ISBN 978-80-8083-392-3.
FISHER, R.: Učíme děti myslet a učit se. Praha : Portál, 2011. ISBN 978-80-26200-43-7.
As part of the interim assessment, students will create (25 points) and critically analyse (25 points) a reflective journal (can take the form of a concept map) focused on pedagogical-didactic situational (self)reflection (50 points in total). As part of the final assessment, they will produce (30 points) and defend in a colloquial discussion (20 points) a term paper - a conceptual proposal (with pedagogical-didactic analysis of a specific problem(s)) for the solution of a selected teaching-learning problem(s) in school (50 points total). The aim is a coherent pedagogical-didactic (self-)reflection, critique, identification of critical moments of teaching and forming pedagogical thinking, production of ideas for improving the personal progress of learners and teachers, anticipation of the development of educational reality (under the influence of current problems and theories). 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. To pass the course you must obtain a minimum of 60% of the marks.
The grade is awarded on a scale:
A (100-91%, excellent - outstanding results) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can analyse, synthesise and assess (critically evaluate, develop, enrich with own ideas), is oriented in current scientific-didactic theories and can also critically analyse and evaluate them - in relation to the key stages of their development and their implications for practice. It can anticipate their further development, identify and propose solutions to problems in relation to the needs of practice,
B (90-81%, very good - above average standard) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can critically evaluate, develop and enrich them with his/her own ideas, but only in selected problems and not in a generalizing way, is oriented in current scientific-didactic theories and can also critically evaluate them - in relation to the key stages of their development and their implications for practice, but only in selected problems and not in a generalizing way.
C (80-73%, good - normal reliable work) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, can apply it appropriately, but lacks developing it with his/her own ideas, applies it in specific, concrete and not generalizing contexts, is oriented in current scientific-didactic theories, but lacks their critical and generalizing evaluation,
D (72-66%, satisfactory - acceptable results) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, its correct application is limited and its development with own ideas is absent, the student applies it only in specific, concrete and not generalizing contexts, orientation in current scientific-didactic theories is limited to specific areas, their critical evaluation is absent,
E (65-60%, sufficient - results meet the minimum criteria) - the student has only a limited understanding and can apply basic relevant professional terminology in the outputs, its application is limited to defined contexts, there is no critical analysis and development of own ideas, orientation in current scientific-didactic theories is limited to specific areas, there is no critical evaluation and generalization,
Fx (59-0%, insufficient - additional work required) - student with significant limitations knows, understands, but cannot coherently apply (even basic) relevant professional terminology in the outputs, its application is incoherent, limited to limited contexts, orientation in current scientific-didactic theories is incoherent, limited to specific areas, their generalizing application is absent.
Slovak language, Czech language and English language
Didactics examines the educational process in its breadth and complexity, helping teachers to orient themselves and to get the clearest possible picture of the complex spectrum of different determinants that need to be taken into account in teaching. It makes accessible the formation and nature of teaching objectives, curriculum, as well as practical didactic principles in the teaching process. It characterizes the whole process of constructing a lesson (from the planning phase to evaluation and feedback). Currently, a discourse of different concepts and approaches to the teaching process is present and necessary in didactics. The orientation in teaching conceptions in student teachers initiates the process of developing individual conceptions, which for their practice represent the basic platform of their pedagogical thinking.
Seminar topics:
- Didactics as a science. Didactic ideas and opinions of some educators; The subject of didactics; Brief development of theoretical foundations; Didactics subdivision; Methods of didactic research.
- System and elements of the teaching process. Concept of the teaching process; Objectives of the teaching process; Social, gnoseological, psychological and logical foundations of the teaching process; Conditions of the teaching process; Phases of the teaching process; Teaching as a synthesis of education and upbringing; Models of the teaching process.
- Content of education and curriculum. Definition of basic terms; Documents of educational policy in Slovakia after 1989; Planned curriculum; Decentralization of curriculum; Two-level model of curriculum.
- Objectives in teaching/educational objectives. Definition of basic terms; From general to specific teaching objectives; Specific (sub) teaching objectives; Key competences.
- Teaching methods. Concept of teaching method; Classification of teaching methods and their characteristics - logical learning procedures; Characteristics of selected methods, monological methods, dialogical methods, selected activating methods; Determinations of optimal choice of methods.
- Selected concepts of teaching. Introduction to the concepts of teaching; Verbal-narrative teaching; Problem-based teaching; Cooperative teaching; Constructivist concepts of teaching; Constructivism as a theory of cognition; Foundations of constructivism and socio-cognitive constructivism in the theories of J. Piaget and L. S. Vygotsky.
- Transmission versus construction in the implementation of teaching. Basic features of two antagonistic approaches to teaching - Behaviorism vs. constructivism; Deductive, inductive and participatory approaches in teaching.
- Didactic principles/principles for meaningful teaching process. Characteristics of didactic principles; Alternative approaches to promote authentic/productive learning.
- Teacher and pupil in teaching. Teaching styles of the teacher; Professional competences; Self-reflection of the teacher; Creativity in the teacher's work; The pupil in teaching; Communication between teacher and pupil.
- Diagnostics and assessment in teaching. Control of teaching results; Roles and functions of control in teaching; Internal and external control of the school.
- Material and didactic resources. Concept and classification of material didactic means; Classification of teaching aids and technical equipment; Functions of material didactic means in the teaching process.
100/0
By completing the course, the student will be competent to carry out analytical, synthesizing and evaluative processes within the framework of (scientifically relevant - practice-supported) theories of didactics, processes of personal-professional development on the basis of cognition and (self-)reflection, and will know and be able to apply (in the specific outcomes of the course) the necessary resources, strategies and methods for this purpose.
Transferable competences: the student will know and be able to apply resources, strategies and methods for the continuous development of intra and interpersonal communicative, organisational, (self-)cognitive competences.
Type, scope and methods of educational activities:
2S (22 hours per semester)
Combined form of education
Student workload:
22 hours of direct teaching; 14 hours of continuous assignments; 20 hours of preparation for the term paper. 20 hours of coursework; 20 hours of term paper preparation; 20 hours of coursework preparation; 20 hours of coursework preparation; 20 hours of coursework preparation
Learning methods:
Explanation of the material, activating methods, small group work, cooperative learning, e-learning
Compulsory/Recommended readings:
GAVORA, P. a kol. 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.
HENDL, J. 2016; 2005. Kvalitativní výzkum. Praha: Portál. 2016;2005. ISBN 978-80-262-0982-9.
STAROŇOVÁ, K. 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.
Vnútorný predpis č. 7/2018. Smernica rektora Univerzity Komenského v Bratislave. Dostupné na internete: https://www.fedu.uniba.sk/fileadmin/pdf/Studium/Bakalarske_a_magisterske_studium/Zaverecne_prace/VP_7_2018/Vp_2018_7_Smernica_rektora_UK_UZ_vp_c._12_2013_o_zakl.nalez.zaverec.prac...v_zneni_D_c.1_a_2_pre_web.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/Studium/Celozivotne_vzdelavanie/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://moja.uniba.sk/zaverecne-prace/dokumenty/metodika_pisania_zp.pdf
RYBÁROVÁ, Ľ., et al. Metodika písania bakalárskej práce. 2. doplnené vydanie. Martin : Osveta, spol. s.r.o., 2009. 82 s. ISBN 80-8063-204-9.
There will be 10 midterm assignments of 3 points each during the semester, for a total of 30 points a student can earn on a midterm 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 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 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 knows the conditions for the successful writing of a thesis, can compile a research project; B - excellent performance, the student can apply knowledge in writing a thesis, can compile a research project; C - good performance, the student applies knowledge in writing a thesis with mistakes, mistakes occur in compiling a research project; D - satisfactory, the student knows the conditions for successful thesis writing, but cannot apply them even when compiling a research project; E - the student has minimal knowledge of thesis writing and cannot compile a research project; Fx - the student does not know the conditions for thesis writing and cannot apply the knowledge in the creation of a research project.
The grade is awarded on a scale of:
A (100-91%, excellent - excellent 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 language, Czech language and English language
- What is a thesis, its preparation, types of thesis and their division, structure.
- Timetable of thesis development.
- Formal requirements for the thesis, content requirements for the thesis, editing and content of individual parts.
- Theoretical background of the scientific thesis.
- IMRAD as a basic structure for the creation of a 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 defence, presentation, etc.), originality check.
- Study and interpretation of scientific studies.
- Presentation of scientific studies.
100/0
Students will gain knowledge about thesis development within its different types. They will be able to conceive the theoretical part of the diploma 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, critical thinking skills
Type, scope and methods of training activities: 2P + 1S
2 hours per week in the form of a lecture and 1 hour per week in the form of a seminar, 33 hours in total per semester, full-time or combined method.
Student workload:
11x3 hours of direct teaching = 33 hours; 15 hours preparation of the seminar paper; 15 hours preparation for the midterm test, 25 hours preparation for the final exam (test). Total 88 hours of student work.
Learning methods:
Monological methods (lecturing, interpretation, explanation), dialogical methods (interview, discussion, polemic, debate, discussion, colloquium), situational methods (case studies).
Compulsory/Recommended readings:
BIŠČO KASTELOVÁ, A. 2024. Diagnostika v špeciálnopedagogickom poradenstve. 2. vyd. Bratislava: Iris.
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
Recommended readings:
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. 2013. Special - educational diagnostic tools for early and preschool age of a child In: Paedagogica specialis 27. Praha: Knihy nejen pro bohaté, 2013. S. 138 – 163. ISBN 978-80-86499-09-3
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
BIŠČO KASTELOVÁ, A., VANČOVÁ, A. 2016. The support of early care and early intervention for children with disabilities and some diagnostic possibilities - research findings related to Slovakia. In: Špeciálne vzdelávacie potreby: jubilejná časť konferenčného cyklu. Ružomberok: VERBUM - vydavateľstvo KU, 2016. S. 142 – 159. ISBN 978-80-561-0372-2
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
VAŠEK, Š. 2004. Špeciálnopedagogická diagnostika. Bratislava: Sapientia, 2004. ISBN 80-969112-0-1.
ZELINKOVÁ, O. 2001. Pedagogická diagnostika a individuální vzdělávací program. 1.vydanie. Praha: Portál, 2001. ISBN 80-7178-544-X
The weighting of the interim and final evaluation is 50/50. The student will produce a seminar paper with a score of 20 points. The student will produce a midterm 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 final grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points and a grade of E requires at least 60 points. Credit will not be awarded to a student who earns less than 59 points for the entire semester. At least 60 % of the marks must be obtained to pass the course.
Grades are awarded on the basis of a scale:
A (100 - 91%, excellent - outstanding). A student in the above-average band has mastered the expanding knowledge of the theory and practice of special education diagnostics implemented in the conditions of kindergartens, elementary and secondary schools, as well as special schools. In the Highly Above Average band, the learner is able to point out the possibilities and importance of recognizing the individual characteristics of individuals with special educational needs for the sake of their adequate education, as well as obtaining valid data for the formulation of special-educational diagnostics.
B (90 - 81%, very good - above average standard, excellent performance). The student knows/manages the learning outcomes specifically listed above for an A - above average standard, but critical thinking is borderline.
C (80 - 73%, good - normal reliable work, good performance). Although the student knows but cannot apply to practice, the student is within the average range of mastery of the learning outcomes specifically broken down above for an A grade),
D (72 - 66%, satisfactory - acceptable performance). Student knows, but in satisfactory form. Student has satisfactory mastery of the learning outcomes specifically broken down above for an A grade. Further self-study and acquisition of additional practical skills is expected, although the results are acceptable.
E (65-60%, satisfactory - results meet the minimum criteria). The student has basic knowledge that meets the minimum criteria. Student knows with minimum criteria the learning outcomes specifically broken down above for an A grade. Further self-study and acquisition of additional practical skills is expected as the results are borderline deficient.
Fx (59 - 0%, inadequate - further work required). Student does not sufficiently master even at the minimum criteria the learning outcomes specifically broken down above for an A grade, retake of the course is required.
Slovak language, Czech language and English language
The content of the course is conceived as a summary of knowledge related to the issues of special pedagogical diagnostics in the environment of kindergartens, primary schools, secondary schools and special schools, the knowledge of which is binding for the work of pedagogical staff - special educator - teacher and school special educator as well as for professional staff - special educators from counseling and prevention institutions.
Main themes of the course: Theoretical concept of complex and special pedagogical diagnostics. Current trends in diagnosing pupils with special educational needs. The process of special-educational diagnostics in the school environment. Identification of the individual characteristics of the child/pupil (basic biological, psychological and sociological aspects of the development of children and young people with special educational needs). Identification of the socio-cultural context of the child/pupil's development (different contexts of ontogenesis of the child/pupil with special educational needs; particularities of family life with a child/pupil with special educational needs). Methodological bases for the cognition of children/pupils, school class. Identification of special educational needs of a child/pupil - interpretation of diagnostic conclusions and recommendations of other specialists (their use in educational situations). Selection and application of special educational/pedagogical diagnostic methods and tools for identification of special educational needs of children/pupils. The impact of disability, disruption or threat on the child/pupil's experience, learning and behaviour. The competencies of the school special educator in special education diagnosis. Reports of the special education examination. Diagnostics in inclusive settings. Specifics of special-pedagogical diagnostics in early and preschool age. Specifics of special-pedagogical diagnostics in school age. Entry of the child to school - school maturity and school competence of a child with SEN. Cooperation within the multidisciplinary school team.
50/50
Students will gain expanding knowledge of the theory and practice of special education diagnostics implemented in the environment of kindergartens, elementary schools, secondary schools as well as special schools. Students will be able to point out the possibilities and importance of recognizing the individual characteristics of individuals with special educational needs for the sake of their adequate education as well as to obtain valid data for the formulation of special-educational diagnostics.
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 training activities: 2P + 1S
2 hours per week in the form of a lecture and 1 hour per week in the form of a seminar, 33 hours in total per semester, full-time or combined method.
Student workload:
11x3 hours of direct teaching = 33 hours; 15 hours preparation of the seminar paper; 15 hours preparation for the midterm test, 25 hours preparation for the final exam (test). Total 88 hours of student work.
Learning methods:
Monological methods (lecturing, interpretation, explanation), dialogical methods (interview, discussion, polemic, debate, discussion, colloquium), situational methods (case studies).
Compulsory/Recommended readings:
BIŠČO KASTELOVÁ, A. 2024. Diagnostika v špeciálnopedagogickom poradenstve. 2. vyd. Bratislava: Iris.
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
Recommended readings:
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. 2013. Special - educational diagnostic tools for early and preschool age of a child In: Paedagogica specialis 27. Praha: Knihy nejen pro bohaté, 2013. S. 138 – 163. ISBN 978-80-86499-09-3
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
BIŠČO KASTELOVÁ, A., VANČOVÁ, A. 2016. The support of early care and early intervention for children with disabilities and some diagnostic possibilities - research findings related to Slovakia. In: Špeciálne vzdelávacie potreby: jubilejná časť konferenčného cyklu. Ružomberok: VERBUM - vydavateľstvo KU, 2016. S. 142 – 159. ISBN 978-80-561-0372-2
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
VAŠEK, Š. 2004. Špeciálnopedagogická diagnostika. Bratislava: Sapientia, 2004. ISBN 80-969112-0-1.
ZELINKOVÁ, O. 2001. Pedagogická diagnostika a individuální vzdělávací program. 1.vydanie. Praha: Portál, 2001. ISBN 80-7178-544-X
The weighting of the interim and final evaluation is 50/50. The student will produce a seminar paper with a score of 20 points. The student will produce a midterm 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 final grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points and a grade of E requires at least 60 points. Credit will not be awarded to a student who earns less than 59 points for the entire semester. At least 60 % of the marks must be obtained to pass the course.
Grades are awarded on the basis of a scale:
A (100 - 91%, excellent - outstanding). A student in the above-average band has mastered the expanding knowledge of the theory and practice of special education diagnostics implemented in the conditions of kindergartens, elementary and secondary schools, as well as special schools. In the Highly Above Average band, the learner is able to point out the possibilities and importance of recognizing the individual characteristics of individuals with special educational needs for the sake of their adequate education, as well as obtaining valid data for the formulation of special-educational diagnostics.
B (90 - 81%, very good - above average standard, excellent performance). The student knows/manages the learning outcomes specifically listed above for an A - above average standard, but critical thinking is borderline.
C (80 - 73%, good - normal reliable work, good performance). Although the student knows but cannot apply to practice, the student is within the average range of mastery of the learning outcomes specifically broken down above for an A grade),
D (72 - 66%, satisfactory - acceptable performance). Student knows, but in satisfactory form. Student has satisfactory mastery of the learning outcomes specifically broken down above for an A grade. Further self-study and acquisition of additional practical skills is expected, although the results are acceptable.
E (65-60%, satisfactory - results meet the minimum criteria). The student has basic knowledge that meets the minimum criteria. Student knows with minimum criteria the learning outcomes specifically broken down above for an A grade. Further self-study and acquisition of additional practical skills is expected as the results are borderline deficient.
Fx (59 - 0%, inadequate - further work required). Student does not sufficiently master even at the minimum criteria the learning outcomes specifically broken down above for an A grade, retake of the course is required.
Slovak language, Czech language and English language
The content of the course is conceived as a summary of knowledge related to the issues of special pedagogical diagnostics in the environment of kindergartens, primary schools, secondary schools and special schools, the knowledge of which is binding for the work of pedagogical staff - special educator - teacher and school special educator as well as for professional staff - special educators from counseling and prevention institutions.
Main themes of the course: Theoretical concept of complex and special pedagogical diagnostics. Current trends in diagnosing pupils with special educational needs. The process of special-educational diagnostics in the school environment. Identification of the individual characteristics of the child/pupil (basic biological, psychological and sociological aspects of the development of children and young people with special educational needs). Identification of the socio-cultural context of the child/pupil's development (different contexts of ontogenesis of the child/pupil with special educational needs; particularities of family life with a child/pupil with special educational needs). Methodological bases for the cognition of children/pupils, school class. Identification of special educational needs of a child/pupil - interpretation of diagnostic conclusions and recommendations of other specialists (their use in educational situations). Selection and application of special educational/pedagogical diagnostic methods and tools for identification of special educational needs of children/pupils. The impact of disability, disruption or threat on the child/pupil's experience, learning and behaviour. The competencies of the school special educator in special education diagnosis. Reports of the special education examination. Diagnostics in inclusive settings. Specifics of special-pedagogical diagnostics in early and preschool age. Specifics of special-pedagogical diagnostics in school age. Entry of the child to school - school maturity and school competence of a child with SEN. Cooperation within the multidisciplinary school team.
50/50
Students will gain expanding knowledge of the theory and practice of special education diagnostics implemented in the environment of kindergartens, elementary schools, secondary schools as well as special schools. Students will be able to point out the possibilities and importance of recognizing the individual characteristics of individuals with special educational needs for the sake of their adequate education as well as to obtain valid data for the formulation of special-educational diagnostics.
Other competences: communication skills, organisational skills, analytical skills, creativity, intuition, abstract thinking, critical thinking, metacognitive skills, digital skills, interpersonal skills.
Type, scope and method of educational activities:
2 hours per week in the form of a lecture, either full-time or combined
Student workload:
22 hours of direct instruction during the semester; 12 hours of two written assignments; 24 hours of independent continuous study, preparation for direct instruction, 30 hours of preparation for final assessment, 2 hours of final test. A total of 90 hours of student work.
Methods of delivery of learning content:
Lecture, explanation of individual topics with discussion on the topics focusing on individual topics, demonstration of examples from history and present, presentation of information through multimedia, group work and brainstorming, application of comparative and critical thinking in the assignment to identify, understand, assimilate and compare the necessary professional information according to the topics of the course, work with professional sources, search in the sources, elaboration of professional texts on the assigned topics from the sources
Compulsory/Recommended readings:
VANČOVÁ, A. 2010. Individuálny výchovno-vzdelávací program ako významný prostriedok napomáhajúci integrovanému vzdelávaniu žiakov so zdravotným znevýhodnením. In: Základy integratívnej (inkluzívnej) špeciálnej pedagogiky. - Bratislava : Iris, 2010. - S. 127-152. - ISBN 978-80-89238-37-8.
VANČOVÁ, A. a kol. 2010. Základy integratívnej (inkluzívnej) špeciálnej pedagogiky. Bratislava : Iris, 2010.S 282 - ISBN 978-80-89238-37-8.
JESENSKÝ, J. 2001. Komprehensivní speciální pedagogika. Hradec Králové : PedF UHK, 2001.
VANČOVÁ, A. Význam reflexie nových poznatkov súvzťažných medicínskych, psychologických a medziodborových vied pre rozvoj špeciálnej pedagogiky. In: Osoby so zdravotným znevýhodnením v kontexte súčasnej špeciálnej pedagogiky a súvzťažných vied [elektronický zdroj]. Bratislava : Iris, 2013. - S. 20-50 [CD-ROM]. ISBN 978-80-89238-87-3.
Hlebová, B. (2016) Vybrané kapitoly zo špeciálnej didaktiky predmetov. Prešovská univerzita v Prešove
Recommended readings:
VANČOVÁ, A. 2002. Edukácia viacnásobne postihnutých. Bratislava: Sapientia, 2002.
VAŠEK,Š. 2010. Základy špeciálnej pedagogiky. Bratislava: Sapientia, 2010. 5. Dopl. Vydanie, ISBN 978-80-89229-21-5.
BARTOŇOVÁ, M. 2017. Inkluzivní didaktika v základní škole se zřetelem na edukaci žáků s lehkým mentálním postižením. Brno: MU.
BARTOŇOVÁ, M. 2014. Approaches to Students with Learning Disorders in Inclusive School Environment. Brno: MU.
BARTOŇOVÁ, M., VÍTKOVÁ, M. 2013. Vzdělávání se zaměřením na inkluzivní didaktiku a vyučování žáků se speciálními vzdělávacími potřebami ve škole hlavního vzdělávacího proudu. Brno: MU.
KRAJČÍ, P., SLOVÁK, T. 2013. Výchovná a komplexná rehabilitácia postihnutých v ponímaní špeciálnej pedagogiky. Bratislava: Iris, 2013. ISBN 9788089256-93-8.
Hlebová, B. (2016) Vybrané kapitoly zo špeciálnej didaktiky predmetov. Prešovská univerzita v Prešove
Štátne vzdelávacie programy
Pedagogické a právne normy
During the semester, each student will prepare 2 written assignments according to the instructions of the lecturers, from each thematic area (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 from the final test, i.e. 30 points. A student may earn a maximum of 20 points per activity during each class period.
A minimum of 60% of the maximum possible course grade is required for successful completion of the course.
The grade is awarded on a scale:
A (100-91 points, excellent - outstanding),
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, fair - results meet minimum criteria),
Fx (59-0 points, insufficient - additional work required)
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. 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, systematises it, produces written outputs at the required level, the outputs, including the final test, meet all the specified criteria and the acquired knowledge is transferred into them excellently.
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, has produced written outputs with minor deficiencies and there are excellent transfer of the acquired knowledge into them.
C - good performance, the student has mastered the required knowledge at an average level, critical thinking and evaluation is weakened, he/she can analyse the acquired knowledge, problems appear in synthesising 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 acquired and acquired knowledge of the subject area at a reduced level, critical and synthetic thinking is significantly weakened, there is an absence of linking what has been learned, written outputs have significant deficiencies, the acquired knowledge is not sufficiently transferred into them.
E - Minimally acceptable performance, 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 knowledge learned from the subject,
Fx - unacceptable performance, the student has not met the conditions set by the teacher during the semester.
Slovak language and Czech language
Theory and didactics of special education and educational rehabilitation as part of complex rehabilitation -concept, subject. Brief characteristics of the subject content, principles, methods and forms of educational rehabilitation (special education, special stimulation, correction, reeducation, compensation). Content of education - curriculum. Instructional media and technical means in the special educational environment. Educational and compensatory means. Technical means - rehabilitation. Brief history of disability education in Europe and Slovakia. Attributes of education - aims, objectives, content, process of education, target groups, age aspects, systems and concepts of education. Legislation related to education of pupils with disabilities.
Specific features of individuals with disabilities ( Disabilities, HI, PI, MI, MPI, AUT ) affecting their education. The specificities of individuals with disabilities ( PU, PS, NKS ) affecting their education. The system of special schools and educational institutions in the Slovak Republic. Special education and counselling facilities in the Slovak Republic and their tasks. Importance and characteristics of education in the preparatory year. Process of education in special schools - principles, methods, forms, means. Didactic principles - general, modified, special. Methods and special methods of education in special schools . Organizational forms of education in special schools. Means ( material, technical, didactic, etc.) used in the education of pupils with SEN. Innovations in the process of education of pupils with SEN - ICT. Classification and assessment of pupils with SEN. Pedagogical documentation in special education. schools . Personality of the special educator - teacher and his professional profiling. Preparation of a special needs teacher. Preparation of the special school teacher for teaching. Classroom lessons, the role of pedagogical-organizational instructions in the education department. Key aspects of integrated education of pupils with SEN. Aims, objectives and key competences defined by the state educational programme for primary education for individual categories of pupils with disabilities and disorders, brief characteristics of education. Vocational orientation and vocational preparation of pupils with SEN.
50/50
The students gained extended theoretical knowledge about special education and educational rehabilitation of pupils with special educational needs. The acquired knowledge forms the basis for graduation in individual special didactics subjects and special education. They are able to creatively apply concepts, principles and procedures associated with planning, organizing and evaluating special education phenomena and processes, to independently reflect and self-reflect on educational work and competently assess its quality and effectiveness, to professionally investigate and analyze the systemic relationships between the phenomena of education, diagnosis, therapy and counseling, as well as between the phenomena and processes of stimulation, correction, compensation, therapy, education and re-education. Understand the dependencies of educational, diagnostic, therapeutic, and intervention effects on their programmatic, procedural, and contextual determinants. Students learn and are able to apply the means of educational rehabilitation (special education, special stimulation, correction, re-education, compensation, diagnosis and counselling) in theory and practice. They understand the links between communication theory and educational rehabilitation. Students have acquired and possess a deeper theoretical knowledge in the use of multimedia, digital and assistive technologies in the educational rehabilitation of individuals with disabilities. They have mastered the relevance of the knowledge of related sciences for educational rehabilitation.
Type, scope and methods of educational activities:
3P - hours per week in the form of lectures (33 hours per semester)
Lecture or combined method.
Student workload:
11x3 = 33 hours of direct teaching, 5 hours of seminar paper preparation, 10 hours of term paper preparation, 10 hours of midterm test preparation, 22 hours of final test preparation, total of 80 hours of student work.
Learning methods:
Interpretation of the material with continuous application of the theoretical knowledge on practical examples and video demonstrations followed by discussion of the topic, processing and presentation of the studied area, work with clinical studies
Compulsory/Recommended readings:
Kerekrétiová, A. a kol. Logopedická propedeutika. 2.vydanie. Bratislava: UK, 2020.
Kerekrétiová, A. a kol. Logopédia. Bratislava: UK, 2020.
Kapalková, S. a kol. Hodnotenie komunikačných schopností detí v ranom veku. Bratislava: MABAG, 2010.
Recommended readings:
Horňáková, K. a kol. Kniha o detskej reči. Bratislava: Slniečko, 2005.
Mikulajová, M. a kol. Čítanie, písanie a dyslexia. Bratislava: SAL, 2012.
To pass the course, the following requirements must be met:
- Seminar paper (15 points) - research and development of a clinical study on a specific impaired communication skill.
- term paper (15 points) - administration and evaluation of the TEKOS screening tool, development of three activities for the development of communication skills, development of recommendations for parents
- mid-term test (20 points)
- final test (50 points)
A minimum score of 60% is required on both tests.
The marks are awarded on a scale:
A 100 - 95 points = excellent results, the student has acquired all the necessary information in the field of speech development and speech development disorders, has an excellent command of terminology, has an excellent knowledge of speech therapy diagnostic tools.
B 94 - 85 points = above average standard, the student has mastered the necessary information in the field of speech development and speech development disorders, has a very good level of terminology and a very good level of knowledge of speech therapy diagnostic tools
C 84 - 75 points = normal reliable cooperation, the student has acquired the necessary information in the field of speech development and speech development disorders, knows the terminology at a good level, is sufficiently familiar with speech therapy diagnostic tools
D 74 - 65 points = acceptable results, the student has acquired the necessary information in the field of speech development and speech development disorders, he/she knows the terminology at a sufficient level, but his/her orientation in the diagnostic tools is deficient
E 64 - 60 points = the results meet the minimum criteria, the student has minimal information in the field of speech development and speech development disorders, has minimal knowledge of terminology and his/her orientation in diagnostic tools is also minimal
Fx less than 60 points = the student does not meet the minimum criteria, does not have information in the field of speech development and speech development disorders, does not have basic terminology and does not know the diagnostic tools
A minimum score of 60% is required to pass the course.
Slovak language
Theories of speech development and basic milestones of speech development in early childhood, preschool and school age with respect to the different language levels will be used for orientation assessment of the child's/pupil's development in relation to other developmental domains.
The definition, aetiology and basic features of NCS form the basis for early identification of children and pupils with NCS.
Mastery of the administration and evaluation of screening instruments equally contributes to the early identification of children with developmental speech-language disorders.
Familiarity with and understanding of the theoretical underpinnings of the various speech-language diagnostic tools used to assess language and communication abilities in early childhood, school-age, and preschool children forms the basis for understanding the language and communication difficulties of these children and for effective communication between the special educator and the speech-language pathologist.
50/50
The goal of the course is for the special education student to acquire basic theoretical knowledge about speech development and the types of communication disorders (CCD) that may occur in children with early childhood, preschool, and school-age special education needs. For each type of NKS, the student will be proficient in the basic terminological definition, classification, causes, and basic manifestations of CCD. Based on the knowledge and skills acquired, the student will be able to identify children and students with potential CCDin order to succinctly and concisely describe the features of CCD prior to referral for speech-language pathology diagnosis. The student will be familiar with speech therapy diagnostic tools and will be able to interpret the results from these diagnostic tools as reported in speech therapy reports, thus being able to think critically about the manifestations of a child's NKS. The student will learn how to work with screening tools to identify children at risk with respect to their speech development. The student will also develop critical thinking skills and creativity, especially when completing term papers. The student will learn to interpret and critically evaluate research and clinical studies, which can then be applied in other areas of study.
Type, scope and methods of educational activities:
2P/Two hours of lecture in a full-time or combined method 11x2hours, a total of 22 hours per semester.
Student workload:
2P (3credits): 11x2hours of direct instruction = 22 hours, 14 hours of seminar paper preparation, 14 hours of mid-term evaluation preparation, 30 hours of exam preparation. Total 80 hours of student work.
Learning methods:
Interpretation of the material with continuous application of the theoretical knowledge on practical examples and video demonstrations followed by discussion.
Compulsory/Recommended readings:
BARTOŇOVÁ, M., VÍTKOVÁ, M. et al., 2016. Vzdělávání se zaměřením na inkluzivní didaktiku a vyučování žáků se speciálními vzdělávacími potřebami ve škole hlavního vzdělávacího proudu. Brno: Masarykova univerzita. 2016. ISBN: 978-80-2106-678-6.
HÁJKOVÁ, V., STRNADOVÁ, I., 2010. Inkluzivní vzdělávaní. Praha: Garda. 2010. ISBN: 978-80-247-3070.
LECHTA, V. (ed), 2016. Inkluzívna pedagogika. Praha: Portál. 2016. 463s. ISBN: 978-80-262-1123-5.
SCHMIDTOVÁ, M., 2012. Koncepcia inkluzívneho vzdelávania zdravotne znevýhodnených. Bratislava: Úrad vlády, 2012.
Recommended readings:
SCHMIDTOVÁ, M., 2013. Inkluzívna škola-ako na to? Možnosti transformácie škôl smerom k inklúzii. In. HAPALOVÁ, M., KRIGLEROVÁ, E., 2013. O krok bližšie k inklúzii. Bratislava: Centrum pre výskum etnicity a kultúry, 2013. ISBN 978-80-971343-0-3.
BARTOŇOVÁ,M., VÍTKOVÁ, M. 2019. Inkluzivní pedagogika: Distanční studijní text. 1. vyd. Opava, 2019. 179 s. ISBN 978-80-7510-334-5.
Zákony, vyhlášky a metodické pokyny v aktuálnom znení.
During the semester, the student will present his/her term paper on a topic assigned by the teacher.
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.
A student may obtain a maximum of 80 points for the written final examination and a maximum of 20 points for the seminar paper.
Credit will not be awarded unless the student achieves at least 55% on the written test. To pass the course, a minimum score of 60% is required.
The grade is awarded 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).
A-excellent performance, student can/does/creates/critically evaluates; B-excellent performance, student can/does but critical thinking is borderline; C-good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
Slovak language and Czech language
Brief outline of the course:
The aim of the course is to get acquainted with the development of attitudes towards inclusion, with legislative documents guaranteeing equal approaches in inclusive education.
The course outlines:
Philosophy of inclusive education, principles, values, goals. Historical development of inclusive education. The emergence and nature of the inclusive school, tools for its evaluation, curriculum changes, the possibility of intervention approaches, areas of support measures. Intersection of inclusive pedagogy with special pedagogy. Special education counselling as a system of professional support for inclusive education. Inclusive research, inclusive educational offers for children and pupils with special educational needs. Legislative support in education. Social inclusion - classroom climate, working with family and community in inclusive school.
50/50
The student will gain an orientation in the current conditions of inclusive education. After successful completion, the student will be able to characterize the specifics of collaborative education and identify possible difficulties of children, pupils interfering in the teaching process. Acquire professional knowledge, skills and general competences for forming conclusions for inclusive education with use for the purposes of educational rehabilitation and in the context of social inclusion.
Type, scope and methods of educational activities:
2P/Two hours of lecture in a full-time or combined method 11x2hours, a total of 22 hours per semester.
Student workload:
2P (3credits): 11x2hours of direct instruction = 22 hours, 14 hours of seminar paper preparation, 14 hours of mid-term evaluation preparation, 30 hours of exam preparation. Total 80 hours of student work.
Learning methods:
Interpretation of the material with continuous application of the theoretical knowledge on practical examples and video demonstrations followed by discussion.
Compulsory/Recommended readings:
BARTOŇOVÁ, M., VÍTKOVÁ, M. et al., 2016. Vzdělávání se zaměřením na inkluzivní didaktiku a vyučování žáků se speciálními vzdělávacími potřebami ve škole hlavního vzdělávacího proudu. Brno: Masarykova univerzita. 2016. ISBN: 978-80-2106-678-6.
HÁJKOVÁ, V., STRNADOVÁ, I., 2010. Inkluzivní vzdělávaní. Praha: Garda. 2010. ISBN: 978-80-247-3070.
LECHTA, V. (ed), 2016. Inkluzívna pedagogika. Praha: Portál. 2016. 463s. ISBN: 978-80-262-1123-5.
SCHMIDTOVÁ, M., 2012. Koncepcia inkluzívneho vzdelávania zdravotne znevýhodnených. Bratislava: Úrad vlády, 2012.
Recommended readings:
SCHMIDTOVÁ, M., 2013. Inkluzívna škola-ako na to? Možnosti transformácie škôl smerom k inklúzii. In. HAPALOVÁ, M., KRIGLEROVÁ, E., 2013. O krok bližšie k inklúzii. Bratislava: Centrum pre výskum etnicity a kultúry, 2013. ISBN 978-80-971343-0-3.
BARTOŇOVÁ,M., VÍTKOVÁ, M. 2019. Inkluzivní pedagogika: Distanční studijní text. 1. vyd. Opava, 2019. 179 s. ISBN 978-80-7510-334-5.
Zákony, vyhlášky a metodické pokyny v aktuálnom znení.
During the semester, the student will present his/her term paper on a topic assigned by the teacher.
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.
A student may obtain a maximum of 80 points for the written final examination and a maximum of 20 points for the seminar paper.
Credit will not be awarded unless the student achieves at least 55% on the written test. To pass the course, a minimum score of 60% is required.
The grade is awarded 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).
A-excellent performance, student can/does/creates/critically evaluates; B-excellent performance, student can/does but critical thinking is borderline; C-good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
Slovak language and Czech language
Brief outline of the course:
The aim of the course is to get acquainted with the development of attitudes towards inclusion, with legislative documents guaranteeing equal approaches in inclusive education.
The course outlines:
Philosophy of inclusive education, principles, values, goals. Historical development of inclusive education. The emergence and nature of the inclusive school, tools for its evaluation, curriculum changes, the possibility of intervention approaches, areas of support measures. Intersection of inclusive pedagogy with special pedagogy. Special education counselling as a system of professional support for inclusive education. Inclusive research, inclusive educational offers for children and pupils with special educational needs. Legislative support in education. Social inclusion - classroom climate, working with family and community in inclusive school.
50/50
The student will gain an orientation in the current conditions of inclusive education. After successful completion, the student will be able to characterize the specifics of collaborative education and identify possible difficulties of children, pupils interfering in the teaching process. Acquire professional knowledge, skills and general competences for forming conclusions for inclusive education with use for the purposes of educational rehabilitation and in the context of social inclusion.
Type, scope and method of educational activities:
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; 26 hours preparation for the final assessment; 2 hours final test. Total 58 hours of student work.
Learning methods:
The initial method during the introductory lectures is the monological method - lecture and explanation of the theoretical background of the subject. Further, there is a linking of teaching with practice and application of theoretical knowledge on practical examples. 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.
Compulsory/Recommended readings:
Rozvadský Gugová, G. (2014). Neurodidaktika a edukácia. Dubnica nad Váhom: Dubnický technologický inštitút.
VANČOVÁ, A. 2013. Význam reflexie nových poznatkov súvzťažných medicínskych, psychologických a medziodborových vied pre rozvoj špeciálnej pedagogiky. In: Osoby so zdravotným znevýhodnením v kontexte súčasnej špeciálnej pedagogiky a súvzťažných vied [elektronický zdroj]. Bratislava : Iris, 2013. - S. 20-50 [CDEROM]. - ISBN 978-80-89238-87-3.
VANČOVÁ, A. 2013. Neuropsychoedukačná intervencia a neuropsychofyzická korekcia - nové intervenčné metódy špeciálnej pedagogiky = Neuro-psychoeducational Intervention and Neuro-psychophysical Correction A New Intervention Method in SpecialEducation. In: Inkluzivní trendy ve speciální pedagogice [elektronický zdroj]. Havlíčkův Brod : Tobiáš, 2013. - S. 189-212 [CDEROM]. - ISBN 978-80-7311-142-7.
[Implementace nových forem výuky ve speciální pedagogice : medzinárodný seminár projektu. Liberec, 2013]
Recommended readings:
VANČOVÁ, A. 2012. Nové intervenčné postupy v špeciálnej pedagogike detí so zdravotným postihnutím raného a predškolského veku v kontexte inkluzívnej edukácie = New intervention procedures in special education of children with disabilities ofearly childhood and pre-school, age in the context of inclusive education. In: Speciální a inkluzivní vzdělávání a role speciální pedagogiky [elektronický zdroj]. Olomouc : Univerzita Palackého, 2012. - S. [1-10] [CDEROM]. - ISBN 978-80-244-3364-6.
VANČOVÁ, A., Gogová, T. - Smoľjaninov, G. A. 2011. Nové a inovatívne intervenčné postupy v špeciálnej pedagogike detí so zdravotným postihnutím raného a predškolského veku s organickým poškodením CNS. - (Zborník Pedagogickejfakulty Univerzity Komenského). In: Paedagogica specialis 25. - Bratislava : Univerzita Komenského, 2011. - S. 6-18. - ISBN 978-80-223-2862-3.
VANČOVÁ, A., Smolianinov, A.G. 2008. Metodika Ruka - Mozog, neuropsychofyzická korekcia a neuropsychoedukačné intervencie v systéme komplexnej starostlivosti o deti s postihnutiami a narušeniami. In: Komplexná rehabilitácia viacnásobne postihnutých : niektoré nové metodiky a programy. Bratislava : MABAG spol. s r.o., 2008. - S. 136-147. - ISBN 978-80-89113-43-9.
HLATKÁ, M., SLEZÁKOVÁ, J., VANČOVÁ, A., TARCSIOVÁ, D. 2012. Dieťa s postihnutím a zdravotne znevýhodnením raného a predškolského veku z interdisciplinárneho pohľadu. In: Špeciálna pedagogika raného a predškolského veku. - Bratislava : Iris, 2012. - S. 156-219. - ISBN 978-80-89238-68-2.
HARČARÍKOVÁ, T., SMOĽJANINOV, G. A., VANČOVÁ, A. 2007. Niektoré nové metódy komplexnej rehabilitácie a špeciálnopedagogickej intervencie u detí s diagnózou detská mozgová obrna = Some new methods of comprehensiverehabilitation and special educational intervention in children with cerebral palsy. In: Vzdělávání žáků se speciálními vzdělávacími potřebami 1= Education of pupils with special educational needs 1. - Brno : Paido, 2007. - S. 273-286. - ISBN 978-80-7315-163-8.
PETLÁK, E. a kol. 2010. Neuropedagogika a vyučovanie. Nitra : PF UKF. 124 s. ISBN 978-80-8094-744-6.
During the semester, each student will prepare 1 written output - assignments according to the instructions of the lecturers, from individual thematic areas (the prepared assignment max. 20 points). The student must pass the final test (60 points), the student must obtain a minimum of 50% of the points from the final test, i.e. 30 points. The student may earn a maximum of 20 points for activity during each class period.
A minimum of 60% of the maximum possible course grade is required for successful completion of the course.
The grade is awarded on a scale:
A (100-91 points, excellent - outstanding),
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, fair - results meet minimum criteria),
Fx (59-0 points, insufficient - additional work required)
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. 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, systematises it, produces written outputs at the required level, the outputs, including the final test, meet all the specified criteria and the acquired knowledge is transferred into them excellently.
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, has produced written outputs with minor deficiencies and there are excellent transfer of the acquired knowledge into them.
C - good performance, the student has mastered the required knowledge at an average level, critical thinking and evaluation is weakened, he/she can analyse the acquired knowledge, problems appear in synthesising 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 acquired and acquired knowledge of the subject area at a reduced level, critical and synthetic thinking is significantly weakened, there is an absence of linking what has been learned, written outputs have significant deficiencies, the acquired knowledge is not sufficiently transferred into them.
E - Minimally acceptable performance, 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 knowledge learned from the subject,
Fx - unacceptable performance, the student has not met the conditions set by the teacher during the semester.
Slovak language and Czech language
Neuro-psycho-pedagogical interventions, neuropedagogy and neuro-education as a new field of special education. Goals, significance and roles of neuropedagogy and neuroeducation. Relationships between related sciences in terms of neuroeducation and neurointerventions. The complexity of psychomotor development and learning processes in terms of the synergy of the bio-, neuro-, psycho- and socio-components of the human being. Relationships between motor and psyche from the perspective of modern neurosciences. Structure and functioning of the CNS from the perspective of modern neurosciences. Correction, compensation, stimulation from the perspective of neuroeducation. Methods of neuro-psycho-pedagogical interventions, correction and compensation aimed at persons with disabilities. Innovative neuropedagogical and neurodidactic approaches in special education and intervention.
50/50
The student has acquired knowledge of the new field of special education, understood the aims, significance and roles of neuropedagogy, neuroeducation, the relationships between related sciences in terms of neuroeducation and neurointervention. He gained knowledge about the complexity of psychomotor development and learning processes in terms of the synergy of the bio-, neuro-, psycho- and socio-components of the human being. He is able to apply the knowledge of neurosciences to interventions towards the disabled. Acquired knowledge of methods of neuropedagogy, neuro-psycho-pedagogical interventions, correction and compensation aimed at persons with disabilities.
Type, scope and method of educational activities:
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; 26 hours preparation for the final assessment; 2 hours final test. Total 58 hours of student work.
Learning methods:
The initial method during the introductory lectures is the monological method - lecture and explanation of the theoretical background of the subject. Further, there is a linking of teaching with practice and application of theoretical knowledge on practical examples. 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.
Compulsory/Recommended readings:
Rozvadský Gugová, G. (2014). Neurodidaktika a edukácia. Dubnica nad Váhom: Dubnický technologický inštitút.
VANČOVÁ, A. 2013. Význam reflexie nových poznatkov súvzťažných medicínskych, psychologických a medziodborových vied pre rozvoj špeciálnej pedagogiky. In: Osoby so zdravotným znevýhodnením v kontexte súčasnej špeciálnej pedagogiky a súvzťažných vied [elektronický zdroj]. Bratislava : Iris, 2013. - S. 20-50 [CDEROM]. - ISBN 978-80-89238-87-3.
VANČOVÁ, A. 2013. Neuropsychoedukačná intervencia a neuropsychofyzická korekcia - nové intervenčné metódy špeciálnej pedagogiky = Neuro-psychoeducational Intervention and Neuro-psychophysical Correction A New Intervention Method in SpecialEducation. In: Inkluzivní trendy ve speciální pedagogice [elektronický zdroj]. Havlíčkův Brod : Tobiáš, 2013. - S. 189-212 [CDEROM]. - ISBN 978-80-7311-142-7.
[Implementace nových forem výuky ve speciální pedagogice : medzinárodný seminár projektu. Liberec, 2013]
Recommended readings:
VANČOVÁ, A. 2012. Nové intervenčné postupy v špeciálnej pedagogike detí so zdravotným postihnutím raného a predškolského veku v kontexte inkluzívnej edukácie = New intervention procedures in special education of children with disabilities ofearly childhood and pre-school, age in the context of inclusive education. In: Speciální a inkluzivní vzdělávání a role speciální pedagogiky [elektronický zdroj]. Olomouc : Univerzita Palackého, 2012. - S. [1-10] [CDEROM]. - ISBN 978-80-244-3364-6.
VANČOVÁ, A., Gogová, T. - Smoľjaninov, G. A. 2011. Nové a inovatívne intervenčné postupy v špeciálnej pedagogike detí so zdravotným postihnutím raného a predškolského veku s organickým poškodením CNS. - (Zborník Pedagogickejfakulty Univerzity Komenského). In: Paedagogica specialis 25. - Bratislava : Univerzita Komenského, 2011. - S. 6-18. - ISBN 978-80-223-2862-3.
VANČOVÁ, A., Smolianinov, A.G. 2008. Metodika Ruka - Mozog, neuropsychofyzická korekcia a neuropsychoedukačné intervencie v systéme komplexnej starostlivosti o deti s postihnutiami a narušeniami. In: Komplexná rehabilitácia viacnásobne postihnutých : niektoré nové metodiky a programy. Bratislava : MABAG spol. s r.o., 2008. - S. 136-147. - ISBN 978-80-89113-43-9.
HLATKÁ, M., SLEZÁKOVÁ, J., VANČOVÁ, A., TARCSIOVÁ, D. 2012. Dieťa s postihnutím a zdravotne znevýhodnením raného a predškolského veku z interdisciplinárneho pohľadu. In: Špeciálna pedagogika raného a predškolského veku. - Bratislava : Iris, 2012. - S. 156-219. - ISBN 978-80-89238-68-2.
HARČARÍKOVÁ, T., SMOĽJANINOV, G. A., VANČOVÁ, A. 2007. Niektoré nové metódy komplexnej rehabilitácie a špeciálnopedagogickej intervencie u detí s diagnózou detská mozgová obrna = Some new methods of comprehensiverehabilitation and special educational intervention in children with cerebral palsy. In: Vzdělávání žáků se speciálními vzdělávacími potřebami 1= Education of pupils with special educational needs 1. - Brno : Paido, 2007. - S. 273-286. - ISBN 978-80-7315-163-8.
PETLÁK, E. a kol. 2010. Neuropedagogika a vyučovanie. Nitra : PF UKF. 124 s. ISBN 978-80-8094-744-6.
During the semester, each student will prepare 1 written output - assignments according to the instructions of the lecturers, from individual thematic areas (the prepared assignment max. 20 points). The student must pass the final test (60 points), the student must obtain a minimum of 50% of the points from the final test, i.e. 30 points. The student may earn a maximum of 20 points for activity during each class period.
A minimum of 60% of the maximum possible course grade is required for successful completion of the course.
The grade is awarded on a scale:
A (100-91 points, excellent - outstanding),
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, fair - results meet minimum criteria),
Fx (59-0 points, insufficient - additional work required)
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. 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, systematises it, produces written outputs at the required level, the outputs, including the final test, meet all the specified criteria and the acquired knowledge is transferred into them excellently.
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, has produced written outputs with minor deficiencies and there are excellent transfer of the acquired knowledge into them.
C - good performance, the student has mastered the required knowledge at an average level, critical thinking and evaluation is weakened, he/she can analyse the acquired knowledge, problems appear in synthesising 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 acquired and acquired knowledge of the subject area at a reduced level, critical and synthetic thinking is significantly weakened, there is an absence of linking what has been learned, written outputs have significant deficiencies, the acquired knowledge is not sufficiently transferred into them.
E - Minimally acceptable performance, 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 knowledge learned from the subject,
Fx - unacceptable performance, the student has not met the conditions set by the teacher during the semester.
Slovak language and Czech language
Neuro-psycho-pedagogical interventions, neuropedagogy and neuro-education as a new field of special education. Goals, significance and roles of neuropedagogy and neuroeducation. Relationships between related sciences in terms of neuroeducation and neurointerventions. The complexity of psychomotor development and learning processes in terms of the synergy of the bio-, neuro-, psycho- and socio-components of the human being. Relationships between motor and psyche from the perspective of modern neurosciences. Structure and functioning of the CNS from the perspective of modern neurosciences. Correction, compensation, stimulation from the perspective of neuroeducation. Methods of neuro-psycho-pedagogical interventions, correction and compensation aimed at persons with disabilities. Innovative neuropedagogical and neurodidactic approaches in special education and intervention.
50/50
The student has acquired knowledge of the new field of special education, understood the aims, significance and roles of neuropedagogy, neuroeducation, the relationships between related sciences in terms of neuroeducation and neurointervention. He gained knowledge about the complexity of psychomotor development and learning processes in terms of the synergy of the bio-, neuro-, psycho- and socio-components of the human being. He is able to apply the knowledge of neurosciences to interventions towards the disabled. Acquired knowledge of methods of neuropedagogy, neuro-psycho-pedagogical interventions, correction and compensation aimed at persons with disabilities.
2S, 2 hours seminar per week, 22 hours total per semester, combined method.
Student workload:
2S (2 credits):11x2 hours of direct instruction = 22 hours; 6 hours of seminar paper preparation; 10 hours of preparation for ongoing activities - field research; 22 hours of assessment preparation. Total 60 hours of student work.
Learning methods:
Monological methods (lecturing, explanation, explanation, narration, instruction); Dialogical methods (interview, discussion, polemic, colloquium); Situational methods (case studies); Problem-based methods (problem-based interpretation, idea mapping, morphological method, situation analysis method, heuristics, analogy building, forecasting, practice, research); Practical methods (written, simulation, practice); Guided self-study (working with text, solving problems and assignments).
Compulsory readings:
OBDRŽÁLEK, Z., HORVÁTHOVÁ, K. 2004. Organizácia a manažment školstva. Bratislava: SPN. ISBN 80-10-00022-1.
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.
138/2019
Recommended readings:
Vyhláška MŠ SR č.320/2008 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. Vyhláška MŠ SR 325/2008Z.z. o školských zariadeniach výchovného poradenstva a prevencie v znení neskorších predpisov.
Sprievodca školským rokom. Novelizácia školského zákona.
Over the course of the semester, the student will complete a 20-point seminar paper, four interim activities will be assigned for 5 points each, and a final assessment in the form of a 60-point written review will follow in the interim assessment week.
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. To pass the course, a minimum of 60% of the marks must be obtained.
The grade is awarded on a scale:
A (100-91%, Excellent - Distinguished), the student has mastered in the high above average range the knowledge of leadership and school management. The student has mastered the knowledge and skills needed in leading and managing special education institutions for individuals with disabilities.
B (90-81%, very good - above average standard, excellent performance). Student knows/manages the learning outcomes specifically outlined above for an A grade, but critical thinking is borderline.
C (80-73%, good - normal reliable work, good performance). Although student knows but cannot apply to practice, student in the average range is proficient in the learning outcomes specifically itemized above at an A rating.
D (72-66%, satisfactory - acceptable performance). 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 (65-60%, satisfactory - results meet minimum criteria). The student knows the basic knowledge meeting the minimum criteria. Student knows with minimum criteria the learning outcomes specifically broken down 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%, inadequate - additional work required). Student is not proficient with even the minimum criteria learning outcomes specifically broken down above for the overall assessment. A repeat of the course is required.
Slovak language, Czech language
School management in special education; the concept of school management, basic models and styles of management; organizing the management process - principal, deputy, class teacher, educational counsellor; career counsellor, digital coordinator, advisory bodies of the principal of the school and school facility; school administration and self-government; legal personality of the school, guide to the school year; the system of special schools and facilities, the work plan of the school, the school's projects and programmes; the plan of educational activities; control and evaluation of the work of the school; the legal norms in education.
100/0
The student will acquire adequate theoretical knowledge and practical skills, knowledge of governance and school management in a democratic society. The student will get acquainted with the complex system of special schools and educational counselling and prevention facilities. The student will be able to constructively combine knowledge of the theory and methodology of school management in special education and counseling systems. The student will acquire the knowledge and skills needed in the leadership and management of special education institutions for individuals with disabilities.
Transferable competencies such as critical thinking, reasoning in context are also developed in the course.
2S, 2 hours seminar per week, 22 hours total per semester, combined method.
Student workload:
2S (2 credits):11x2 hours of direct instruction = 22 hours; 6 hours of seminar paper preparation; 10 hours of preparation for ongoing activities - field research; 22 hours of assessment preparation. Total 60 hours of student work.
Learning methods:
Monological methods (lecturing, explanation, explanation, narration, instruction); Dialogical methods (interview, discussion, polemic, colloquium); Situational methods (case studies); Problem-based methods (problem-based interpretation, idea mapping, morphological method, situation analysis method, heuristics, analogy building, forecasting, practice, research); Practical methods (written, simulation, practice); Guided self-study (working with text, solving problems and assignments).
Compulsory readings:
OBDRŽÁLEK, Z., HORVÁTHOVÁ, K. 2004. Organizácia a manažment školstva. Bratislava: SPN. ISBN 80-10-00022-1.
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.
138/2019
Recommended readings:
Vyhláška MŠ SR č.320/2008 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. Vyhláška MŠ SR 325/2008Z.z. o školských zariadeniach výchovného poradenstva a prevencie v znení neskorších predpisov.
Sprievodca školským rokom. Novelizácia školského zákona.
Over the course of the semester, the student will complete a 20-point seminar paper, four interim activities will be assigned for 5 points each, and a final assessment in the form of a 60-point written review will follow in the interim assessment week.
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. To pass the course, a minimum of 60% of the marks must be obtained.
The grade is awarded on a scale:
A (100-91%, Excellent - Distinguished), the student has mastered in the high above average range the knowledge of leadership and school management. The student has mastered the knowledge and skills needed in leading and managing special education institutions for individuals with disabilities.
B (90-81%, very good - above average standard, excellent performance). Student knows/manages the learning outcomes specifically outlined above for an A grade, but critical thinking is borderline.
C (80-73%, good - normal reliable work, good performance). Although student knows but cannot apply to practice, student in the average range is proficient in the learning outcomes specifically itemized above at an A rating.
D (72-66%, satisfactory - acceptable performance). 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 (65-60%, satisfactory - results meet minimum criteria). The student knows the basic knowledge meeting the minimum criteria. Student knows with minimum criteria the learning outcomes specifically broken down 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%, inadequate - additional work required). Student is not proficient with even the minimum criteria learning outcomes specifically broken down above for the overall assessment. A repeat of the course is required.
Slovak language, Czech language
School management in special education; the concept of school management, basic models and styles of management; organizing the management process - principal, deputy, class teacher, educational counsellor; career counsellor, digital coordinator, advisory bodies of the principal of the school and school facility; school administration and self-government; legal personality of the school, guide to the school year; the system of special schools and facilities, the work plan of the school, the school's projects and programmes; the plan of educational activities; control and evaluation of the work of the school; the legal norms in education.
100/0
The student will acquire adequate theoretical knowledge and practical skills, knowledge of governance and school management in a democratic society. The student will get acquainted with the complex system of special schools and educational counselling and prevention facilities. The student will be able to constructively combine knowledge of the theory and methodology of school management in special education and counseling systems. The student will acquire the knowledge and skills needed in the leadership and management of special education institutions for individuals with disabilities.
Transferable competencies such as critical thinking, reasoning in context are also developed in the course.
Type, scope and methods of educational activities:
2S- two-hour seminar in a face-to-face or combined method 11x2hours, a total of 22 hours per semester.
Student workload:
2S seminar 11x2 hours of direct instruction = 22 hours; 14 hours seminar paper preparation; 20 hours preparation for midterm evaluation; 20 hours exam preparation. Total 76 hours of student work.
Learning methods:
Lecture, discussion, situation analysis method, guided self-study, case studies/open lessons, heuristic method
Compulsory/Recommended readings:
KEREKRÉTIOVÁ, A. a kol., 2016. Logopédia. Bratislava: Univerzita Komenského v Bratislave, 2016. ISBN 978-80-223-4165-3.
LECHTA, V., 2017. Výchova vzdelávanie žiakov s narušenou komunikačnou schopnosťou. In: Vladová, K. – Lechta, V.: Aplikácia vzdelávacích programov pre žiakov so zdravotným znevýhodnením a všeobecným intelektovým nadaním. Štátny pedagogický ústav Bratislava, 2017. s. 77 – 91. ISBN 978-80-8118-196-2.
LECHTA, V., PORUBOVIČOVÁ, Ľ., CIRJAKOVÁ, Z., 2017. Výchova a vzdelávanie detí s narušenou komunikačnou schopnosťou v predprimárnom vzdelávaní. In: Vladová, K., Lechta, V. a kol.: Aplikácia vzdelávacích programov pre deti so zdravotným znevýhodnením pre predprimárne vzdelávanie. Štátny pedagogický ústav Bratislava, 2017. S. 106 -125. ISBN 978-80-8118-197-9.
PORUBOVIČOVÁ, Ľ. Nepublikované prednášky.
Recommended readings:
KEREKRÉTIOVÁ, A., 2016. Logopedické poradenstvo. In: Kerekrétiová, A. a kol.: Logopedická propedeutika. Univerzita Komenského v Bratislave, 2016. S. 192 – 210. ISBN 978-80-223-4164-6.
KEREKRÉTIOVÁ, A., 2016. Logopedický manažment. In: Kerekrétiová, A. a kol.: Logopedická propedeutika. Univerzita Komenského v Bratislave, 2016. S.213 - 231. ISBN 978-80-223-4164-6.
LECHTA, V., 2000. Symptomatické poruchy rečí u detí. III. Prepracované vydanie. Bratislava: UK 2000. ISBN 80-223-1395-5
Rámcový obsah vzdelávania predmetu ILI pre prípravný až 9. ročník ZŠ pre žiakov s NKS a pre žiakov s vývinovými poruchami učenia. Ministerstvo školstva SR, Štátny pedagogický ústav, Bratislava, 2009. Dostupné na internete. https://www.statpedu.sk/files/sk/svp/statny-vzdelavaci-program/vp-deti-ziakov-so-zdravotnym-znevyhodnenim/vp-deti-ziakov-narusenou-komunikacnou-schopnostou/ramcovy-obsah-vzdelavania_ili.pdf
VITÁSKOVÁ, K.; PEUTELSCHMIEDOVÁ, A., 2005. Logopedie. Olomouc, UP 2005.
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.
During the semester, the student will produce a term paper on a topic assigned by the teacher. The student may obtain a maximum of 50 points for the written final examination and 50 points for the continuous assessment during the semester (of which the student may obtain a maximum of 20 points for the seminar paper).
Credit will not be awarded unless the student earns at least 55% on the written final test. To pass the course, a minimum score of 60% is required.
The grade is awarded 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).
A-excellent performance, student can/does/creates/critically evaluates; B-excellent performance, student can/does but critical thinking is borderline; C-good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
Slovak language and Czech language
1. Basic concepts and organizational structure of speech therapy care with emphasis on the Department of Education. 2. Individual speech therapy intervention in early childhood and preschool age -educational program, methods, procedures, forms. 3. IST opportunities in school-age and adult individuals post-vocational training -educational programs, methods, procedures, forms. 4. Speech therapy counselling within IST - principles, approaches and forms of counselling. 5. History, present and trends in IST, personality requirements for pedagogical/professional staff implementing IST, lifelong learning.
100/0
The student defines basic terminological concepts related to IST, can describe historical and current trends in IST, characterize the requirements for a professional staff member implementing IST, orientates in the structure of speech therapy care with an emphasis on the Department of Education. Can characterize and explain the importance of IST in early childhood and preschool, can explain the possibilities and limitations of IST in school-age settings. The student will learn and be able to implement the goals, content, and methods of applying individual speech therapy intervention in the education of individuals with communication disorders.
The student develops critical thinking, reasoning in context, improves computer literacy, is able to reflect on own attitudes towards IST, develops practical skills and linking theoretical knowledge with practice.
Type, scope and methods of educational activities:
2S- two-hour seminar in a face-to-face or combined method 11x2hours, a total of 22 hours per semester.
Student workload:
2S seminar 11x2 hours of direct instruction = 22 hours; 14 hours seminar paper preparation; 20 hours preparation for midterm evaluation; 20 hours exam preparation. Total 76 hours of student work.
Learning methods:
Lecture, discussion, situation analysis method, guided self-study, case studies/open lessons, heuristic method
Compulsory/Recommended readings:
KEREKRÉTIOVÁ, A. a kol., 2016. Logopédia. Bratislava: Univerzita Komenského v Bratislave, 2016. ISBN 978-80-223-4165-3.
LECHTA, V., 2017. Výchova vzdelávanie žiakov s narušenou komunikačnou schopnosťou. In: Vladová, K. – Lechta, V.: Aplikácia vzdelávacích programov pre žiakov so zdravotným znevýhodnením a všeobecným intelektovým nadaním. Štátny pedagogický ústav Bratislava, 2017. s. 77 – 91. ISBN 978-80-8118-196-2.
LECHTA, V., PORUBOVIČOVÁ, Ľ., CIRJAKOVÁ, Z., 2017. Výchova a vzdelávanie detí s narušenou komunikačnou schopnosťou v predprimárnom vzdelávaní. In: Vladová, K., Lechta, V. a kol.: Aplikácia vzdelávacích programov pre deti so zdravotným znevýhodnením pre predprimárne vzdelávanie. Štátny pedagogický ústav Bratislava, 2017. S. 106 -125. ISBN 978-80-8118-197-9.
PORUBOVIČOVÁ, Ľ. Nepublikované prednášky.
Recommended readings:
KEREKRÉTIOVÁ, A., 2016. Logopedické poradenstvo. In: Kerekrétiová, A. a kol.: Logopedická propedeutika. Univerzita Komenského v Bratislave, 2016. S. 192 – 210. ISBN 978-80-223-4164-6.
KEREKRÉTIOVÁ, A., 2016. Logopedický manažment. In: Kerekrétiová, A. a kol.: Logopedická propedeutika. Univerzita Komenského v Bratislave, 2016. S.213 - 231. ISBN 978-80-223-4164-6.
LECHTA, V., 2000. Symptomatické poruchy rečí u detí. III. Prepracované vydanie. Bratislava: UK 2000. ISBN 80-223-1395-5
Rámcový obsah vzdelávania predmetu ILI pre prípravný až 9. ročník ZŠ pre žiakov s NKS a pre žiakov s vývinovými poruchami učenia. Ministerstvo školstva SR, Štátny pedagogický ústav, Bratislava, 2009. Dostupné na internete. https://www.statpedu.sk/files/sk/svp/statny-vzdelavaci-program/vp-deti-ziakov-so-zdravotnym-znevyhodnenim/vp-deti-ziakov-narusenou-komunikacnou-schopnostou/ramcovy-obsah-vzdelavania_ili.pdf
VITÁSKOVÁ, K.; PEUTELSCHMIEDOVÁ, A., 2005. Logopedie. Olomouc, UP 2005.
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.
During the semester, the student will produce a term paper on a topic assigned by the teacher. The student may obtain a maximum of 50 points for the written final examination and 50 points for the continuous assessment during the semester (of which the student may obtain a maximum of 20 points for the seminar paper).
Credit will not be awarded unless the student earns at least 55% on the written final test. To pass the course, a minimum score of 60% is required.
The grade is awarded 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).
A-excellent performance, student can/does/creates/critically evaluates; B-excellent performance, student can/does but critical thinking is borderline; C-good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
Slovak language and Czech language
1. Basic concepts and organizational structure of speech therapy care with emphasis on the Department of Education. 2. Individual speech therapy intervention in early childhood and preschool age -educational program, methods, procedures, forms. 3. IST opportunities in school-age and adult individuals post-vocational training -educational programs, methods, procedures, forms. 4. Speech therapy counselling within IST - principles, approaches and forms of counselling. 5. History, present and trends in IST, personality requirements for pedagogical/professional staff implementing IST, lifelong learning.
100/0
The student defines basic terminological concepts related to IST, can describe historical and current trends in IST, characterize the requirements for a professional staff member implementing IST, orientates in the structure of speech therapy care with an emphasis on the Department of Education. Can characterize and explain the importance of IST in early childhood and preschool, can explain the possibilities and limitations of IST in school-age settings. The student will learn and be able to implement the goals, content, and methods of applying individual speech therapy intervention in the education of individuals with communication disorders.
The student develops critical thinking, reasoning in context, improves computer literacy, is able to reflect on own attitudes towards IST, develops practical skills and linking theoretical knowledge with practice.
1L, 1 hour per week in the form of a lecture, total of 11 hours per semester, full-time or combined method.
Student workload:
1L (2 credits): 11x 1 hours of direct instruction = 11 hours; 20 hours of seminar paper preparation; 7 hours of midterm test preparation, 20 hours of final exam (test) preparation. Total 58 hours of student work.
Learning methods:
Monological methods (lecturing, interpretation, explanation), dialogical methods (interview, discussion), situational methods (case studies)
Compulsory/Recommended readings:
ORIEŠČIKOVÁ, H., BIŠČO KASTELOVÁ, A., SKOKANOVÁ, A., VAŠEK, Š. 2010. Komparatívna špeciálna pedagogika. - 1. vyd. - Ružomberok: VERBUM - vydavateľstvo KU, 2010. ISBN 978-80-8084-536-0.
Recommended readings:
BAZALOVÁ,B.2006. Vzdělávání žáku se speciálními vzdělávacími potřebami v zemích Evropské un e a v dalších vybraných zemích. Brno : Masarykova Univerzita, 2006.
BIŠČO KASTELOVÁ, A. 2007. Vysokoškolské systémy vzdelávania špeciálnych pedagógov na Slovensku a v niektorých európskych krajinách: Slovensko, Česká republika, Maďarsko a Poľsko. In: Retrospektíva a perspektívy poslania Pedagogickej fakulty Univerzity Komenského v Bratislave. - Bratislava : Univerzita Komenského, Pedagogická fakulta, 2007. - S. 475-479. - ISBN 978-80-223-2412-0.
BIŠČO KASTELOVÁ, A. 2010. Koncepcia edukácie žiakov so špeciálnymi edukačnými potrebami v Rakúsku.In: Paedagogica specialis 24. - Bratislava: Univerzita Komenského, 2010. - S. 189-195. - ISBN 978-80-223-2861-6
BIŠČO KASTELOVÁ, A. 2009. Koncepcia edukácie žiakov so špeciálnymi edukačnými potrebami v Nemecku. In: Aktuálne otázky špeciálnej pedagogiky na Slovensku [elektronický zdroj]. - Senec: Slovenská únia mediátorov, 2009. - S. 62-69 [CD-ROM]. - ISBN 978-80-970251-2-0
GROMA, M., BIŠČO KASTELOVÁ, A., VANČOVÁ, A. 2016. Kariérové poradenstvo a pedeutológia v podmienkach inkluzívneho vzdelávania. 1. vyd. - Bratislava : Iris, 2016.
HELMINGOVÁ, H. 1992. Pedagogika M. Montessoriovej. Bratislava: SPN, 1992.
PRÚCHA, J. 1999. Vzdělávání a školství ve světě. Praha : Portál, 1999.
VALENTA, M., MULLER, O. 1998. Kapitoly ze srovnávací pedagogiky obecné i speciální, Olomouc: Netopejr, 1998.
VANČOVÁ, A., BIŠČO KASTELOVÁ, A., HARČARÍKOVÁ, T. 2018. University education of special pedagogues in Slovakia - theoretical background, comparative research analysis and current situation. In: Teória a praxeológia výchovnej a komplexnej rehabilitácie: zborník vedeckých príspevkov. - Brno: MSD, 2018. - S. 38-56. - ISBN 978-80-7392-286-3.
VAŠEK, Š. 2008. Základy špeciálnej pedagogiky. Bratislava: Sapientia, 2008. ISBN 978-8089-229-
11-6.
ZELINA, M. 2000. Alternatívne školstvo. Bratislava: Iris, 2000.
The student prepares a seminar paper with a score of 50 points. The student takes a mid-term test with a score of 20 points. The course is completed with an assessment - a final written test of the acquired knowledge for the whole semester with a score of 30 points.
A final grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points and a grade of E requires at least 60 points. 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.
Grades are awarded on a scale:
A (100-91%, excellent - outstanding). A student in the high above average band has mastered the knowledge of comparing different conceptual, thought, and alternative strands of special education. The student has mastered knowledge at a high above average level about different school systems and within them the systems of special schools and institutions in the Slovak Republic as well as internationally. By comparing at a high above-average level, he arrived at an optimal view of the system of organizational systems, schools and facilities, by comparing concepts, he arrived at critical thinking.
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 level above average, but critical thinking is borderline.
C (80-73%, good - normal reliable work, good performance). Although student knows but cannot apply to practice, student in the average range is proficient in the learning outcomes specifically broken down above at the A rating),
D (72-66%, satisfactory - acceptable performance). Student knows, but in satisfactory form. Student has satisfactory mastery of the learning outcomes specifically itemized above for an A rating. Further self-study and acquisition of additional practical skills is expected, although results are acceptable.
E (65-60%, satisfactory - results meet minimum criteria). The student knows the basic knowledge meeting the minimum criteria. Student knows with minimum criteria the learning outcomes specifically broken down 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%, inadequate - extra work required). Student is not proficient with even the minimum criteria learning outcomes specifically broken down above for an A grade, Repeat course is required.
Slovak language, Czech language and English language
The content of the course is conceived as a summary of knowledge related to the issue of comparative special pedagogy, the subject of which is the comparison of special education systems either as a whole or their individual components and also alternative approaches to the education of individuals with SEN. Comparative special pedagogy compares the aims, content, methods, principles, organisational forms of special education, as well as the concepts, forms and content of the training of special educators. This knowledge is important and binding for the work of pedagogical staff - special educators - teachers and school special educators as well as for professional staff - special educators from counselling and prevention institutions.
Main themes of the course: Conception and subject of comparative (international) pedagogy and comparative special pedagogy. Theory and methodology of comparative special pedagogy. International Standard Classification of Education ISCED - 2011. Educational system in the Slovak Republic. The system of special schools and institutions in the Slovak Republic. Educational systems abroad. Inclusive education in Slovakia and selected countries. Alternative directions in special education. Traditional versus alternative education. Comparison of different theoretical concepts of special pedagogy.
100/0
The student will gain knowledge of comparing different conceptual, ideological, and alternative schools of thought in special education. The student will acquire knowledge about different school systems and within them the systems of special schools and institutions in Slovakia and internationally. Through comparison, the student will arrive at an optimal view of the system of organizational systems, schools and facilities, and through comparison of concepts, the student will arrive at critical thinking.
Other competences: communication skills, organisational skills, analytical skills, creativity, intuition, abstract thinking, critical thinking, metacognitive skills, digital skills, interpersonal skills.
1L, 1 hour per week in the form of a lecture, total of 11 hours per semester, full-time or combined method.
Student workload:
1L (2 credits): 11x 1 hours of direct instruction = 11 hours; 20 hours of seminar paper preparation; 7 hours of midterm test preparation, 20 hours of final exam (test) preparation. Total 58 hours of student work.
Learning methods:
Monological methods (lecturing, interpretation, explanation), dialogical methods (interview, discussion), situational methods (case studies)
Compulsory/Recommended readings:
ORIEŠČIKOVÁ, H., BIŠČO KASTELOVÁ, A., SKOKANOVÁ, A., VAŠEK, Š. 2010. Komparatívna špeciálna pedagogika. - 1. vyd. - Ružomberok: VERBUM - vydavateľstvo KU, 2010. ISBN 978-80-8084-536-0.
Recommended readings:
BAZALOVÁ,B.2006. Vzdělávání žáku se speciálními vzdělávacími potřebami v zemích Evropské un e a v dalších vybraných zemích. Brno : Masarykova Univerzita, 2006.
BIŠČO KASTELOVÁ, A. 2007. Vysokoškolské systémy vzdelávania špeciálnych pedagógov na Slovensku a v niektorých európskych krajinách: Slovensko, Česká republika, Maďarsko a Poľsko. In: Retrospektíva a perspektívy poslania Pedagogickej fakulty Univerzity Komenského v Bratislave. - Bratislava : Univerzita Komenského, Pedagogická fakulta, 2007. - S. 475-479. - ISBN 978-80-223-2412-0.
BIŠČO KASTELOVÁ, A. 2010. Koncepcia edukácie žiakov so špeciálnymi edukačnými potrebami v Rakúsku.In: Paedagogica specialis 24. - Bratislava: Univerzita Komenského, 2010. - S. 189-195. - ISBN 978-80-223-2861-6
BIŠČO KASTELOVÁ, A. 2009. Koncepcia edukácie žiakov so špeciálnymi edukačnými potrebami v Nemecku. In: Aktuálne otázky špeciálnej pedagogiky na Slovensku [elektronický zdroj]. - Senec: Slovenská únia mediátorov, 2009. - S. 62-69 [CD-ROM]. - ISBN 978-80-970251-2-0
GROMA, M., BIŠČO KASTELOVÁ, A., VANČOVÁ, A. 2016. Kariérové poradenstvo a pedeutológia v podmienkach inkluzívneho vzdelávania. 1. vyd. - Bratislava : Iris, 2016.
HELMINGOVÁ, H. 1992. Pedagogika M. Montessoriovej. Bratislava: SPN, 1992.
PRÚCHA, J. 1999. Vzdělávání a školství ve světě. Praha : Portál, 1999.
VALENTA, M., MULLER, O. 1998. Kapitoly ze srovnávací pedagogiky obecné i speciální, Olomouc: Netopejr, 1998.
VANČOVÁ, A., BIŠČO KASTELOVÁ, A., HARČARÍKOVÁ, T. 2018. University education of special pedagogues in Slovakia - theoretical background, comparative research analysis and current situation. In: Teória a praxeológia výchovnej a komplexnej rehabilitácie: zborník vedeckých príspevkov. - Brno: MSD, 2018. - S. 38-56. - ISBN 978-80-7392-286-3.
VAŠEK, Š. 2008. Základy špeciálnej pedagogiky. Bratislava: Sapientia, 2008. ISBN 978-8089-229-
11-6.
ZELINA, M. 2000. Alternatívne školstvo. Bratislava: Iris, 2000.
The student prepares a seminar paper with a score of 50 points. The student takes a mid-term test with a score of 20 points. The course is completed with an assessment - a final written test of the acquired knowledge for the whole semester with a score of 30 points.
A final grade of A requires at least 91 points, a grade of B requires at least 81 points, a grade of C requires at least 73 points, a grade of D requires at least 66 points and a grade of E requires at least 60 points. 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.
Grades are awarded on a scale:
A (100-91%, excellent - outstanding). A student in the high above average band has mastered the knowledge of comparing different conceptual, thought, and alternative strands of special education. The student has mastered knowledge at a high above average level about different school systems and within them the systems of special schools and institutions in the Slovak Republic as well as internationally. By comparing at a high above-average level, he arrived at an optimal view of the system of organizational systems, schools and facilities, by comparing concepts, he arrived at critical thinking.
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 level above average, but critical thinking is borderline.
C (80-73%, good - normal reliable work, good performance). Although student knows but cannot apply to practice, student in the average range is proficient in the learning outcomes specifically broken down above at the A rating),
D (72-66%, satisfactory - acceptable performance). Student knows, but in satisfactory form. Student has satisfactory mastery of the learning outcomes specifically itemized above for an A rating. Further self-study and acquisition of additional practical skills is expected, although results are acceptable.
E (65-60%, satisfactory - results meet minimum criteria). The student knows the basic knowledge meeting the minimum criteria. Student knows with minimum criteria the learning outcomes specifically broken down 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%, inadequate - extra work required). Student is not proficient with even the minimum criteria learning outcomes specifically broken down above for an A grade, Repeat course is required.
Slovak language, Czech language and English language
The content of the course is conceived as a summary of knowledge related to the issue of comparative special pedagogy, the subject of which is the comparison of special education systems either as a whole or their individual components and also alternative approaches to the education of individuals with SEN. Comparative special pedagogy compares the aims, content, methods, principles, organisational forms of special education, as well as the concepts, forms and content of the training of special educators. This knowledge is important and binding for the work of pedagogical staff - special educators - teachers and school special educators as well as for professional staff - special educators from counselling and prevention institutions.
Main themes of the course: Conception and subject of comparative (international) pedagogy and comparative special pedagogy. Theory and methodology of comparative special pedagogy. International Standard Classification of Education ISCED - 2011. Educational system in the Slovak Republic. The system of special schools and institutions in the Slovak Republic. Educational systems abroad. Inclusive education in Slovakia and selected countries. Alternative directions in special education. Traditional versus alternative education. Comparison of different theoretical concepts of special pedagogy.
100/0
The student will gain knowledge of comparing different conceptual, ideological, and alternative schools of thought in special education. The student will acquire knowledge about different school systems and within them the systems of special schools and institutions in Slovakia and internationally. Through comparison, the student will arrive at an optimal view of the system of organizational systems, schools and facilities, and through comparison of concepts, the student will arrive at critical thinking.
Other competences: communication skills, organisational skills, analytical skills, creativity, intuition, abstract thinking, critical thinking, metacognitive skills, digital skills, interpersonal skills.
2E- two hours of full-time or combined 11x2hour practicum for a total of 22 hours per semester.
Student workload:
2E - 11x 2 hours of direct instruction = 22 hours; 18 hours of preparation for the midterm assessment; 20 hours of preparation for the final test. Total 60 hours of student work.
Learning methods:
Small group work, role-play method, didactic games, rehearsal
Compulsory readings:
TARCSIOVÁ, D., - urobené videosekvencie. Link:
https://www.youtube.com/channel/UCzvLexnNmS5lusi4GBjSqsw
TARCSIOVÁ, D., 2010. Základy posunkového jazyka pre študentov.1. vyd. Bratislava: Mabag, 2010. [CDEROM] ISBN 978-80-89113-80-4.
Učebnice jednotlivých predmetov na 1. stupni ZŠ.
Recommended readings:
GÁLOVÁ, D., HOLUBOVÁ, V, VOJTECHOVSKÝ, R., eds., 2008. Rozprávky v posunkovom jazyku (DVD). Bratislava: SNEPEDA.
Ezopové bájky v slovenskom posunkovom jazyku (DVD), 2016, Bratislava: Myslím – centrum kultúry Nepočujúcich
Rozprávky v SPJ (DVD), Bratislava: Myslím-centrum kultúry Nepočujúcich
Posunkuj hravo (aplikácia), 2018. Infosluch OZ.
KOUDELKOVÁ, Š. a TARCSIOVÁ, D.,2017. Posunkuj so mnou: Základná posunková zásoba pre deti so sluchovým postihnutím, Bratislava: IRIS s.r.o., 202 s., ISBN 9788082000156.. ISBN 80-969112-7-9.
During the semester the student will be evaluated by two control tests (2x max. 50 points). The tests are focused on practical mastery of individual lessons from the course.
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. To pass the course, a minimum of 60% of the marks must be obtained.
The grade is awarded 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).
A-Excellent performance, student knows/mastered/practically and theoretically mastered lessons from selected sign language topics, able to apply to practice; B-Excellent performance, student knows/mastered, practically and theoretically mastered lessons from basic sign language topics, able to apply to practice; C-good performance, student knows/learns, practically masters lessons from selected sign language topics, partially able to apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice, partially practically and theoretically masters lessons from selected sign language topics; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the specified criteria.
Slovak language and sign language
1.Introduction to the subject - theoretical basics of sign language communication 2.First contact (greetings, basic phrases), 3. People and family, 4.Fruit and vegetables, 5.Food and drinks, 6.Colours and numbers, 7.Clothes, 8.Animals, 9.Transport, 10.Question and answer
100/0
After completing the course, the student is able to handle basic communication with persons with hearing loss on the topics covered, knows the practical difference between different forms of sign communication, knows the reasons for their use, knows the basic signing vocabulary on selected topics and is able to apply it in practice in various communication situations.
The student develops communication skills, organizational skills, interpersonal skills, creativity, abstract thinking skills, motivation, ability to learn, ability to communicate in a manual form of communication.
2E- two hours of full-time or combined 11x2hour practicum for a total of 22 hours per semester.
Student workload:
2E - 11x 2 hours of direct instruction = 22 hours; 18 hours of preparation for the midterm assessment; 20 hours of preparation for the final test. Total 60 hours of student work.
Learning methods:
Small group work, role-play method, didactic games, rehearsal
Compulsory readings:
TARCSIOVÁ, D., - urobené videosekvencie. Link:
https://www.youtube.com/channel/UCzvLexnNmS5lusi4GBjSqsw
TARCSIOVÁ, D., 2010. Základy posunkového jazyka pre študentov.1. vyd. Bratislava: Mabag, 2010. [CDEROM] ISBN 978-80-89113-80-4.
Učebnice jednotlivých predmetov na 1. stupni ZŠ.
Recommended readings:
GÁLOVÁ, D., HOLUBOVÁ, V, VOJTECHOVSKÝ, R., eds., 2008. Rozprávky v posunkovom jazyku (DVD). Bratislava: SNEPEDA.
Ezopové bájky v slovenskom posunkovom jazyku (DVD), 2016, Bratislava: Myslím – centrum kultúry Nepočujúcich
Rozprávky v SPJ (DVD), Bratislava: Myslím-centrum kultúry Nepočujúcich
Posunkuj hravo (aplikácia), 2018. Infosluch OZ.
KOUDELKOVÁ, Š. a TARCSIOVÁ, D.,2017. Posunkuj so mnou: Základná posunková zásoba pre deti so sluchovým postihnutím, Bratislava: IRIS s.r.o., 202 s., ISBN 9788082000156.. ISBN 80-969112-7-9.
During the semester the student will be evaluated by two control tests (2x max. 50 points). The tests are focused on practical mastery of individual lessons from the course.
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. To pass the course, a minimum of 60% of the marks must be obtained.
The grade is awarded 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).
A-Excellent performance, student knows/mastered/practically and theoretically mastered lessons from selected sign language topics, able to apply to practice; B-Excellent performance, student knows/mastered, practically and theoretically mastered lessons from basic sign language topics, able to apply to practice; C-good performance, student knows/learns, practically masters lessons from selected sign language topics, partially able to apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice, partially practically and theoretically masters lessons from selected sign language topics; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the specified criteria.
Slovak language and sign language
1.Introduction to the subject - theoretical basics of sign language communication 2.First contact (greetings, basic phrases), 3. People and family, 4.Fruit and vegetables, 5.Food and drinks, 6.Colours and numbers, 7.Clothes, 8.Animals, 9.Transport, 10.Question and answer
100/0
After completing the course, the student is able to handle basic communication with persons with hearing loss on the topics covered, knows the practical difference between different forms of sign communication, knows the reasons for their use, knows the basic signing vocabulary on selected topics and is able to apply it in practice in various communication situations.
The student develops communication skills, organizational skills, interpersonal skills, creativity, abstract thinking skills, motivation, ability to learn, ability to communicate in a manual form of communication.
2 hours seminar/week, 22 hours total per semester, combined method.
Student workload:
11x2 hours of direct teaching = 22 hours; 10 hours preparation of the seminar paper; 20 hours preparation for the exam. Total 52 hours of student work.
Learning methods:
Linking teaching with practice; discussion of the topic covered; small group work; interpretation of material; presentation of scientific and professional knowledge through verbal, verbal-visual and multimedia means of presentation; project methods; guided brainstorming; analytical-synthetic and comparative methods.
Compulsory readings:
GOGOVÁ, T., BIŠČO 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.
VANČOVÁ, A. 2010. Pedagogika viacnásobne postihnutých. 1. vyd. Bratislava: KKT, PdF UK, 2010. ISBN 978-80-970228-1-5.
Recommended readings:
BALÁŽOVÁ, M., VANČOVÁ, A. 2017. Program rozvoja a korekcie psycho-motorických funkcií a psychosociálnych zručností ako možnosť špeciálnopedagogickej intervencie dieťaťa s mentálnym a viacnásobným postihnutím. In: Paedagogica specialis: 31. Bratislava: Univerzita Komenského, 2017. s. 101 – 127. ISBN 978-80-223-4438-8.
GOGOVÁ, T. 2012. Stimulácia vývinu v rámci špeciálnopedagogických intervenčných programov v procese ranej intervencie u detí s ťažkým zdravotným postihnutím. In: Paedagogica specialis 26. Bratislava: Iris, 2012. s. 399 – 412. ISBN 978-80-223-3287-3.
HÁJKOVÁ, V. 2009. Bazálni stimulace, aktivace a komunikace v edukaci žáků s kombinovaným postižením. 1. vyd. Praha: Somatopedická společnost, 2009. ISBN 978-80-904464-0-3.
HREBEŇÁROVÁ, L. 2016. Edukácia osôb s viacnásobným postihnutím. Prešov: Vydavateľstvo Prešovskej univerzity v Prešove. 2016. ISBN 978-80-555-1694-3.
PREČUCHOVÁ ŠTEFANOVIČOVÁ, A. a VANČOVÁ, A. 2012. O sexualite a sexuálnej výchove mentálne postihnutých. 1. vyd. Bratislava: Univerzita Komenského, 2012. ISBN 978-80-223-3336-8.
VANČOVÁ, A. a ČAČOVÁ, S. 2008. Možnosti aplikácie stimulačných metód vrátane Snoezelenu u detí s ťažkým viacnásobným postihnutím v procese výchovnej a komplexnej rehabilitácie. In: Komplexná rehabilitácia viacnásobne postihnutých: niektoré nové metodiky a programy. Bratislava: Mabag, 2008. s. 160 – 184. ISBN 978-80-89113-43-9
VANČOVÁ, A., HARČARÍKOVÁ, T., LOPÚCHOVÁ, J., HLATKÁ, M., BIŠČO KASTELOVÁ, A., GOGOVÁ, T., NÉMETH, O., PREČUCHOVÁ ŠTEFANOVIČOVÁ, A., SCHMIDTOVÁ, M., SLEZÁKOVÁ, J. a TARCSIOVÁ, D. 2012. Špeciálna pedagogika raného a predškolského veku. - 1. vyd. Bratislava: Iris, 2012. ISBN 978-80-89238-68-2.
The course will be completed by assessment, the weighting of the interim and final assessment is 100/0. The course will be completed by a written test, supplemented by the defense of a term paper on the knowledge acquired throughout the semester. At least 91 points are required for a grade of A, at least 81 points for a grade of B, at least 71 points for a grade of C, at least 61 points for a grade of D and at least 51 points for a grade of E. Credit will not be awarded to a student who scores less than 50 points in the written test. Assessment further consists of continuous verbal evaluation and individual and group feedback during the semester.
The assessment is awarded on a scale:
A (100 - 91%, excellent - outstanding),
B (90 - 81%, very good - above average standard),
C (80 - 71%, good - normal reliable work),
D (70 - 61 %, satisfactory - acceptable results),
E (60 - 51%, satisfactory - results meet the minimum criteria),
Fx (50 - 0%, insufficient - additional work required).
A - excellent performance, the student knows and masters the knowledge in the field of education of pupils with multiple disabilities with regard to the individual specifics of the disabilities. The student understands the knowledge, can create, critically evaluate and apply knowledge in the field; B - excellent performance, the student knows/controls the knowledge in the field of education of students with multiple disabilities, but critical thinking is borderline. Can apply knowledge; C - good performance, the student knows/learned the knowledge of educating students with multiple disabilities, understands it, but cannot apply it to practice; D - satisfactory performance, the student knows/learned the basic knowledge of educating students with multiple disabilities, but lacks the understanding and competence to apply the knowledge to practice; E - satisfactory performance, the student knows elementary knowledge of educating students with multiple disabilities, but not sufficient to be competent to apply it in practice; Fx - poor performance, the student has not mastered/does not master knowledge of educating students with multiple disabilities.
Slovak language, Czech language and English language
Specifics of education with regard to the type, form and combination of disabilities. Functional special educational diagnostics and its specifics for individuals with multiple disabilities. Specifics in the development and implementation of individual educational, stimulation and correction programs. Specific problems in the education of individuals with multiple disabilities. Specifics of educational rehabilitation in multiply disabled individuals in institutions of different types. Special education of individuals with multiple disabilities. Teaching methods in individuals with multiple disabilities.
100/0
Students will gain knowledge in the field of education of pupils with multiple disabilities and its specifics with regard to the type, form, combination of disabilities and age of pupils. Students will gain knowledge of the specifics of educating individuals with multiple disabilities in educational institutions of various types. Students will develop theoretical knowledge in the field of education of students with multiple disabilities, which they will learn to apply in practice. Students will consolidate and develop communication skills, critical thinking skills, contextual reasoning, motivation and the ability to learn.
2 hours seminar/week, 22 hours total per semester, combined method.
Student workload:
11x2 hours of direct teaching = 22 hours; 10 hours preparation of the seminar paper; 20 hours preparation for the exam. Total 52 hours of student work.
Learning methods:
Linking teaching with practice; discussion of the topic covered; small group work; interpretation of material; presentation of scientific and professional knowledge through verbal, verbal-visual and multimedia means of presentation; project methods; guided brainstorming; analytical-synthetic and comparative methods.
Compulsory readings:
GOGOVÁ, T., BIŠČO 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.
VANČOVÁ, A. 2010. Pedagogika viacnásobne postihnutých. 1. vyd. Bratislava: KKT, PdF UK, 2010. ISBN 978-80-970228-1-5.
Recommended readings:
BALÁŽOVÁ, M., VANČOVÁ, A. 2017. Program rozvoja a korekcie psycho-motorických funkcií a psychosociálnych zručností ako možnosť špeciálnopedagogickej intervencie dieťaťa s mentálnym a viacnásobným postihnutím. In: Paedagogica specialis: 31. Bratislava: Univerzita Komenského, 2017. s. 101 – 127. ISBN 978-80-223-4438-8.
GOGOVÁ, T. 2012. Stimulácia vývinu v rámci špeciálnopedagogických intervenčných programov v procese ranej intervencie u detí s ťažkým zdravotným postihnutím. In: Paedagogica specialis 26. Bratislava: Iris, 2012. s. 399 – 412. ISBN 978-80-223-3287-3.
HÁJKOVÁ, V. 2009. Bazálni stimulace, aktivace a komunikace v edukaci žáků s kombinovaným postižením. 1. vyd. Praha: Somatopedická společnost, 2009. ISBN 978-80-904464-0-3.
HREBEŇÁROVÁ, L. 2016. Edukácia osôb s viacnásobným postihnutím. Prešov: Vydavateľstvo Prešovskej univerzity v Prešove. 2016. ISBN 978-80-555-1694-3.
PREČUCHOVÁ ŠTEFANOVIČOVÁ, A. a VANČOVÁ, A. 2012. O sexualite a sexuálnej výchove mentálne postihnutých. 1. vyd. Bratislava: Univerzita Komenského, 2012. ISBN 978-80-223-3336-8.
VANČOVÁ, A. a ČAČOVÁ, S. 2008. Možnosti aplikácie stimulačných metód vrátane Snoezelenu u detí s ťažkým viacnásobným postihnutím v procese výchovnej a komplexnej rehabilitácie. In: Komplexná rehabilitácia viacnásobne postihnutých: niektoré nové metodiky a programy. Bratislava: Mabag, 2008. s. 160 – 184. ISBN 978-80-89113-43-9
VANČOVÁ, A., HARČARÍKOVÁ, T., LOPÚCHOVÁ, J., HLATKÁ, M., BIŠČO KASTELOVÁ, A., GOGOVÁ, T., NÉMETH, O., PREČUCHOVÁ ŠTEFANOVIČOVÁ, A., SCHMIDTOVÁ, M., SLEZÁKOVÁ, J. a TARCSIOVÁ, D. 2012. Špeciálna pedagogika raného a predškolského veku. - 1. vyd. Bratislava: Iris, 2012. ISBN 978-80-89238-68-2.
The course will be completed by assessment, the weighting of the interim and final assessment is 100/0. The course will be completed by a written test, supplemented by the defense of a term paper on the knowledge acquired throughout the semester. At least 91 points are required for a grade of A, at least 81 points for a grade of B, at least 71 points for a grade of C, at least 61 points for a grade of D and at least 51 points for a grade of E. Credit will not be awarded to a student who scores less than 50 points in the written test. Assessment further consists of continuous verbal evaluation and individual and group feedback during the semester.
The assessment is awarded on a scale:
A (100 - 91%, excellent - outstanding),
B (90 - 81%, very good - above average standard),
C (80 - 71%, good - normal reliable work),
D (70 - 61 %, satisfactory - acceptable results),
E (60 - 51%, satisfactory - results meet the minimum criteria),
Fx (50 - 0%, insufficient - additional work required).
A - excellent performance, the student knows and masters the knowledge in the field of education of pupils with multiple disabilities with regard to the individual specifics of the disabilities. The student understands the knowledge, can create, critically evaluate and apply knowledge in the field; B - excellent performance, the student knows/controls the knowledge in the field of education of students with multiple disabilities, but critical thinking is borderline. Can apply knowledge; C - good performance, the student knows/learned the knowledge of educating students with multiple disabilities, understands it, but cannot apply it to practice; D - satisfactory performance, the student knows/learned the basic knowledge of educating students with multiple disabilities, but lacks the understanding and competence to apply the knowledge to practice; E - satisfactory performance, the student knows elementary knowledge of educating students with multiple disabilities, but not sufficient to be competent to apply it in practice; Fx - poor performance, the student has not mastered/does not master knowledge of educating students with multiple disabilities.
Slovak language, Czech language and English language
Specifics of education with regard to the type, form and combination of disabilities. Functional special educational diagnostics and its specifics for individuals with multiple disabilities. Specifics in the development and implementation of individual educational, stimulation and correction programs. Specific problems in the education of individuals with multiple disabilities. Specifics of educational rehabilitation in multiply disabled individuals in institutions of different types. Special education of individuals with multiple disabilities. Teaching methods in individuals with multiple disabilities.
100/0
Students will gain knowledge in the field of education of pupils with multiple disabilities and its specifics with regard to the type, form, combination of disabilities and age of pupils. Students will gain knowledge of the specifics of educating individuals with multiple disabilities in educational institutions of various types. Students will develop theoretical knowledge in the field of education of students with multiple disabilities, which they will learn to apply in practice. Students will consolidate and develop communication skills, critical thinking skills, contextual reasoning, motivation and the ability to learn.
2S, 2 hours seminar/week. 22 hours per semester. Combined form of education
Student workload:
22 hours of direct teaching; 15 hours of preparation for the mid-term assessment; 25 hours of preparation for the final assessment. TOTAL: 62 hours
Learning methods:
Curriculum interpretation, activating methods, small group work, cooperative learning, e-learning.
Recommended readings:
BARTOŇOVÁ, M., PIPEKOVÁ, J., VÍTKOVÁ, M. (ed.) Integrace handicapovaných na trhu práce v mezinárodnídimenzi. Brno : MSD, 2005. ISBN 80-86633-31-4
HARČARÍKOVÁ, T. 2011. Pedagogika telesne postihnutých, chorých a zdravotne oslabených – teoretické základy. Bratislava : IRIS, 2011. 366 s. ISBN 978-80-89238-59-0.
HARČARÍKOVÁ,T. 2014. Význam pracovného poradenstva a podporovaného zamestnávania v pracovnej rehabilitácii a sociálnej inklúzii jednotlivcov s telesným postihnutím In: Inkluzivní dimenze primárního a sekundárního vzdělávání ve speciální pedagogice. – Ostrava : Ostravská univerzita, Pedagogická fakulta, 2014. - S. 68-102. - ISBN 978-80-7464-692-8
HUČÍK, J. Profesijná príprava žiakov s mentálnym postihnutím. Martin : Osveta, 2007. ISBN 80-8063-260-1
OPATŘILOVÁ, D. - ZÁMEČNÍKOVÁ, D. 2005. Předprofesní a profesní příprava zdravotně postižených. Brno: Pedagogická fakulta, Masarykova Univerzita, 2005. ISBN 80-2103718-0.
Zákon č. 455/1991 Zb. o živnostenskom podnikaní (živnostenský zákon) v znení neskorších predpisov
Zákon č. 5/2004 Z. z. o službách zamestnanosti a o zmene a doplnení niektorých zákonov v znení neskorších predpisov
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov
There will be a midterm assessment during the semester in which the student may earn 30 points. In the final assessment in the form of a written examination, the student may obtain 70 points.
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 receives less than 15 points on the continuous assessment.A minimum of 60% of the marks is required to pass the course.
A - excellent performance, the student has an excellent knowledge of vocational training of the disabled and is able to transfer it into practice; B - excellent performance, the student has knowledge of vocational training of the disabled, but there are shortcomings in the application to practice; C - good performance, the student has knowledge of disability vocational training but is unable to put it into practice; D - satisfactory, the student has basic knowledge of disability vocational training ; E - the student has minimal knowledge of disability vocational training ; Fx - the student has no knowledge of disability vocational training.
The grade is given 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%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required).
Slovak language, Czech language
Definitions. History of occupational rehabilitation.
Occupational rehabilitation of the disabled
Phases of vocational rehabilitation
Vocational counselling
Pre-vocational training and vocational orientation of the disabled
Factors influencing the process of vocational preparation
Integration into the labour market
Labour market
Supported employment
Legislative and policy documents
100/0
Students will gain adequate theoretical knowledge of the vocational training of individuals with disabilities, employment and labour market issues. They will learn about supported employment opportunities as well as job counselling opportunities for individuals with disabilities and disadvantages. They will learn about national, legislative and policy documents that address the employment of individuals with different types of disabilities and impairments. They will learn about the opportunities and pitfalls that are related to the issue in a broader and narrower context.
2S, 2 hours seminar/week. 22 hours per semester. Combined form of education
Student workload:
22 hours of direct teaching; 15 hours of preparation for the mid-term assessment; 25 hours of preparation for the final assessment. TOTAL: 62 hours
Learning methods:
Curriculum interpretation, activating methods, small group work, cooperative learning, e-learning.
Recommended readings:
BARTOŇOVÁ, M., PIPEKOVÁ, J., VÍTKOVÁ, M. (ed.) Integrace handicapovaných na trhu práce v mezinárodnídimenzi. Brno : MSD, 2005. ISBN 80-86633-31-4
HARČARÍKOVÁ, T. 2011. Pedagogika telesne postihnutých, chorých a zdravotne oslabených – teoretické základy. Bratislava : IRIS, 2011. 366 s. ISBN 978-80-89238-59-0.
HARČARÍKOVÁ,T. 2014. Význam pracovného poradenstva a podporovaného zamestnávania v pracovnej rehabilitácii a sociálnej inklúzii jednotlivcov s telesným postihnutím In: Inkluzivní dimenze primárního a sekundárního vzdělávání ve speciální pedagogice. – Ostrava : Ostravská univerzita, Pedagogická fakulta, 2014. - S. 68-102. - ISBN 978-80-7464-692-8
HUČÍK, J. Profesijná príprava žiakov s mentálnym postihnutím. Martin : Osveta, 2007. ISBN 80-8063-260-1
OPATŘILOVÁ, D. - ZÁMEČNÍKOVÁ, D. 2005. Předprofesní a profesní příprava zdravotně postižených. Brno: Pedagogická fakulta, Masarykova Univerzita, 2005. ISBN 80-2103718-0.
Zákon č. 455/1991 Zb. o živnostenskom podnikaní (živnostenský zákon) v znení neskorších predpisov
Zákon č. 5/2004 Z. z. o službách zamestnanosti a o zmene a doplnení niektorých zákonov v znení neskorších predpisov
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov
There will be a midterm assessment during the semester in which the student may earn 30 points. In the final assessment in the form of a written examination, the student may obtain 70 points.
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 receives less than 15 points on the continuous assessment.A minimum of 60% of the marks is required to pass the course.
A - excellent performance, the student has an excellent knowledge of vocational training of the disabled and is able to transfer it into practice; B - excellent performance, the student has knowledge of vocational training of the disabled, but there are shortcomings in the application to practice; C - good performance, the student has knowledge of disability vocational training but is unable to put it into practice; D - satisfactory, the student has basic knowledge of disability vocational training ; E - the student has minimal knowledge of disability vocational training ; Fx - the student has no knowledge of disability vocational training.
The grade is given 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%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required).
Slovak language, Czech language
Definitions. History of occupational rehabilitation.
Occupational rehabilitation of the disabled
Phases of vocational rehabilitation
Vocational counselling
Pre-vocational training and vocational orientation of the disabled
Factors influencing the process of vocational preparation
Integration into the labour market
Labour market
Supported employment
Legislative and policy documents
100/0
Students will gain adequate theoretical knowledge of the vocational training of individuals with disabilities, employment and labour market issues. They will learn about supported employment opportunities as well as job counselling opportunities for individuals with disabilities and disadvantages. They will learn about national, legislative and policy documents that address the employment of individuals with different types of disabilities and impairments. They will learn about the opportunities and pitfalls that are related to the issue in a broader and narrower context.
2S/week Two-hour seminar by face-to-face or combined method: 11x2hours, for a total of 22 hours per semester.
Student workload:
2S (2credits): 11x2hours of direct instruction = 22 hours, 14 hours studying materials, 20 hours exam preparation. A total of 56 hours of student work.
Learning methods:
Discussion, interpretation, brainwriting, role-play method, guided self-study, analysis of case studies.
Compulsory readings:
JURÁŠKOVÁ, J., 2003. Základy pedagogiky nadaných. Pezinok: Formát, 2003. ISBN 80-89005-11- X.
SOKOLOVÁ, H., POKORNÁ, A., FIŠEROVÁ, M., 2020. Školní zralost a nadané dítě. Raabe. 2020. ISBN: 978-80-7496-453-4.
STEHLÍKOVÁ, M., 2018. Nadané dítě: Jak mu pomoci ke štěstí a úspěchu. Praha: Garda. 2018. ISBN: 978-80-271-0512-0.
Zákony, vyhlášky a metodické pokyny v aktuálnom znení.
Recommended readings:
CIHELKOVÁ, J., 2017. Nadané dítě ve škole. Náměty pro výuku pro celou třídu. Praha:Portál. 2017.ISBN: 978-80-262-1248-5.
DOČKAL, V., 2016. Diagnostika nadania v teórii, vo výskume a v praxi. Výskumný ústav detskej psychológie a patopsychológie, Bratislava. Zborník svět nadání II. S.166-175. 2017. ISSN 1805-7217. Dostupné na: https://www.nidv.cz/old/images/npublications/publications/files/ 15%20Sborn%C3%ADk%20sv%C4%9Bt%20nad%C3%A1n%C3%AD%20II.pdf#page=16
DUCHOVIČOVÁ, J., 2007. Aspekty diferenciácie v edukácii nadaných žiakov. Nitra: PFUKF, 2007. ISBN 978-80-8094-099-7.
FOŘTÍK, V., FOŘTÍKOVÁ, J., 2015. Nadané dítě a rozvoj jeho schopností. Praha: Portál. 2015. ISBN: 978-80-262-0969-0.
FOŘTÍKOVÁ, J., 2009. Talent a nadání. Jejich rozvoj ve volném čase. Národní institut dětí a mládeže MŠMT. Praha. 2009. ISBN: 978-80-86784-75-5.
HŘÍBKOVÁ, L., 2009. Nadání a nadaní. Praha: Grada, 2009. ISBN 978-80-247-1998-6.
KOVÁŘOVÁ, R., KLUGOVÁ, I., 2009. Edukace nadaných dětí a žákú. 1. vydanie. Ostravská univerzita v Ostravě. 2010. ISBN 978-80-7368-430-3.
The course is completed with a written test on the subject. Part of the conditions for successful completion of the course is the active participation of the student during direct teaching. Credit will not be awarded to a student who does not obtain at least 60% of the total grade in the written test.
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.
The grade is awarded 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).
A-excellent performance, student can/does/creates/critically evaluates; B-excellent performance, student can/does but critical thinking is borderline; C-good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
Slovak language, Czech language
1.Terminological definitions of the pedagogy of the gifted and talented. 2.Characteristics of giftedness (models of giftedness, definitions of giftedness, types and degrees of giftedness). 3.Personality of the child with giftedness and talent (typical characteristics of the child with giftedness and talent, emotional and social characteristics of the child with giftedness and talent). 4.Problematic manifestations of children with giftedness and talent. 5.Characteristics of children and pupils with giftedness and talent in early childhood, preschool age, school age, during puberty and adolescence. 6.Identification of giftedness and talent (characteristics of giftedness identification, diagnosis of giftedness, process of giftedness identification, identification of pupils in schools). 7. Education of children and pupils with giftedness and talent (educational needs and methods of education of children and pupils with giftedness and talent, goals and principles of education of children and pupils with giftedness and talent). 8.System of education of children with giftedness and talent according to legislation. 9.Organizations of systematic support of intellectually gifted and talented.
100/0
The student defines basic terminological concepts, characterizes models, types and degrees of giftedness, describes the personality of a child with giftedness and talent, defines problematic behavioral manifestations of children with giftedness and talent. Characterizes children and pupils with giftedness and talent in different age periods, describes the process of diagnosing giftedness and talent, specifies educational problems of children and pupils with giftedness and talent and places them in the system of schools and institutions according to the current legislation.
2S/week Two-hour seminar by face-to-face or combined method: 11x2hours, for a total of 22 hours per semester.
Student workload:
2S (2credits): 11x2hours of direct instruction = 22 hours, 14 hours studying materials, 20 hours exam preparation. A total of 56 hours of student work.
Learning methods:
Discussion, interpretation, brainwriting, role-play method, guided self-study, analysis of case studies.
Compulsory readings:
JURÁŠKOVÁ, J., 2003. Základy pedagogiky nadaných. Pezinok: Formát, 2003. ISBN 80-89005-11- X.
SOKOLOVÁ, H., POKORNÁ, A., FIŠEROVÁ, M., 2020. Školní zralost a nadané dítě. Raabe. 2020. ISBN: 978-80-7496-453-4.
STEHLÍKOVÁ, M., 2018. Nadané dítě: Jak mu pomoci ke štěstí a úspěchu. Praha: Garda. 2018. ISBN: 978-80-271-0512-0.
Zákony, vyhlášky a metodické pokyny v aktuálnom znení.
Recommended readings:
CIHELKOVÁ, J., 2017. Nadané dítě ve škole. Náměty pro výuku pro celou třídu. Praha:Portál. 2017.ISBN: 978-80-262-1248-5.
DOČKAL, V., 2016. Diagnostika nadania v teórii, vo výskume a v praxi. Výskumný ústav detskej psychológie a patopsychológie, Bratislava. Zborník svět nadání II. S.166-175. 2017. ISSN 1805-7217. Dostupné na: https://www.nidv.cz/old/images/npublications/publications/files/ 15%20Sborn%C3%ADk%20sv%C4%9Bt%20nad%C3%A1n%C3%AD%20II.pdf#page=16
DUCHOVIČOVÁ, J., 2007. Aspekty diferenciácie v edukácii nadaných žiakov. Nitra: PFUKF, 2007. ISBN 978-80-8094-099-7.
FOŘTÍK, V., FOŘTÍKOVÁ, J., 2015. Nadané dítě a rozvoj jeho schopností. Praha: Portál. 2015. ISBN: 978-80-262-0969-0.
FOŘTÍKOVÁ, J., 2009. Talent a nadání. Jejich rozvoj ve volném čase. Národní institut dětí a mládeže MŠMT. Praha. 2009. ISBN: 978-80-86784-75-5.
HŘÍBKOVÁ, L., 2009. Nadání a nadaní. Praha: Grada, 2009. ISBN 978-80-247-1998-6.
KOVÁŘOVÁ, R., KLUGOVÁ, I., 2009. Edukace nadaných dětí a žákú. 1. vydanie. Ostravská univerzita v Ostravě. 2010. ISBN 978-80-7368-430-3.
The course is completed with a written test on the subject. Part of the conditions for successful completion of the course is the active participation of the student during direct teaching. Credit will not be awarded to a student who does not obtain at least 60% of the total grade in the written test.
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.
The grade is awarded 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).
A-excellent performance, student can/does/creates/critically evaluates; B-excellent performance, student can/does but critical thinking is borderline; C-good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
Slovak language, Czech language
1.Terminological definitions of the pedagogy of the gifted and talented. 2.Characteristics of giftedness (models of giftedness, definitions of giftedness, types and degrees of giftedness). 3.Personality of the child with giftedness and talent (typical characteristics of the child with giftedness and talent, emotional and social characteristics of the child with giftedness and talent). 4.Problematic manifestations of children with giftedness and talent. 5.Characteristics of children and pupils with giftedness and talent in early childhood, preschool age, school age, during puberty and adolescence. 6.Identification of giftedness and talent (characteristics of giftedness identification, diagnosis of giftedness, process of giftedness identification, identification of pupils in schools). 7. Education of children and pupils with giftedness and talent (educational needs and methods of education of children and pupils with giftedness and talent, goals and principles of education of children and pupils with giftedness and talent). 8.System of education of children with giftedness and talent according to legislation. 9.Organizations of systematic support of intellectually gifted and talented.
100/0
The student defines basic terminological concepts, characterizes models, types and degrees of giftedness, describes the personality of a child with giftedness and talent, defines problematic behavioral manifestations of children with giftedness and talent. Characterizes children and pupils with giftedness and talent in different age periods, describes the process of diagnosing giftedness and talent, specifies educational problems of children and pupils with giftedness and talent and places them in the system of schools and institutions according to the current legislation.
2S, 2 hours seminar/week; total of 22 hours per semester, full-time
Student workload:
2S (2 credits): 11x 2 hours of direct teaching = 22 hours; 22 hours of preparation of seminar work; 16 hours of preparation for continuous assessment. Total 60 hours of student work.
Learning methods:
Monological methods - lecturing, instruction; dialogical methods - conversation, guided discussion on the topic; situational methods - case studies, problem methods - problem interpretation, staging methods - structured and unstructured role-playing; practical methods - experiential, activating methods; application of theoretical knowledge on practical examples.
Compulsory readings:
OSVALDOVÁ, M. 2015. Muzikoterapia ako intervenčný dynamizmus u osôb s postihnutím. Bratislava : Iris, 2015. 216 s. ISBN 978-80-89726-47-1
Recommended readings:
GERLICHOVÁ, M. 2014. Muzikoterapie v praxi. Praha: Grada, 2014. ISBN 978-80-247-4581-7
KANTOR, J., LIPSKÝ, M., WEBER, J. a kol. 2009. Základy muzikoterapie. Praha: Grada, 2009. ISBN 978-80-247-2846-9
ZELEIOVÁ, J. 2007. Muzikoterapie. Východiska, koncepty, princípy a praxe. Praha: Portál, 2007. ISBN 978-80-7367-237-9
MÁTEJOVÁ, Z. MAŠURA, S. 1992. Muzikoterapia v špeciálnej a liečebnej pedagogike. Bratislava: SPN, 1992. ISBN 80-08-00315-4
ŠIMANOVSKÝ, J. 2011. Hry a techniky muzikoterapie. Praha: Portál 2011. ISBN 80-7178-264-5
VITÁLOVÁ, Z. 1999. Muzikoterapia. Bratislava: SPN, 1999.
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 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 language, Czech language
Theoretical foundations of music therapy concepts. Medical, pedagogical, psychotherapeutic concepts of music therapy. Methods and techniques of receptive music therapy. Specific methods and techniques of expressive music therapy.
Preparation of music therapy program (music therapy recommendation - indications and contraindications, initial diagnosis, structure of music therapy program).
Music therapy planning (organizational forms of music therapy, selection of music therapy goals and strategies), implementation of music therapy interventions, documentation and evaluation of therapy.
100/0
The course will enable students to acquire the necessary skills to analyse music therapy processes in individuals with disabilities, applying theoretical knowledge and practical skills to practical outcomes.
Students will acquire the ability to select and apply appropriate methodological approaches within music therapy interventions in relation to specific diagnoses of individuals with disabilities under the supervision of the lecturer. Students will gain experience in the direct implementation of music therapy interventions with clients with disabilities. They also develop communication and organizational competencies related to conducting music therapy.
2S, 2 hours seminar/week; total of 22 hours per semester, full-time
Student workload:
2S (2 credits): 11x 2 hours of direct teaching = 22 hours; 22 hours of preparation of seminar work; 16 hours of preparation for continuous assessment. Total 60 hours of student work.
Learning methods:
Monological methods - lecturing, instruction; dialogical methods - conversation, guided discussion on the topic; situational methods - case studies, problem methods - problem interpretation, staging methods - structured and unstructured role-playing; practical methods - experiential, activating methods; application of theoretical knowledge on practical examples.
Compulsory readings:
OSVALDOVÁ, M. 2015. Muzikoterapia ako intervenčný dynamizmus u osôb s postihnutím. Bratislava : Iris, 2015. 216 s. ISBN 978-80-89726-47-1
Recommended readings:
GERLICHOVÁ, M. 2014. Muzikoterapie v praxi. Praha: Grada, 2014. ISBN 978-80-247-4581-7
KANTOR, J., LIPSKÝ, M., WEBER, J. a kol. 2009. Základy muzikoterapie. Praha: Grada, 2009. ISBN 978-80-247-2846-9
ZELEIOVÁ, J. 2007. Muzikoterapie. Východiska, koncepty, princípy a praxe. Praha: Portál, 2007. ISBN 978-80-7367-237-9
MÁTEJOVÁ, Z. MAŠURA, S. 1992. Muzikoterapia v špeciálnej a liečebnej pedagogike. Bratislava: SPN, 1992. ISBN 80-08-00315-4
ŠIMANOVSKÝ, J. 2011. Hry a techniky muzikoterapie. Praha: Portál 2011. ISBN 80-7178-264-5
VITÁLOVÁ, Z. 1999. Muzikoterapia. Bratislava: SPN, 1999.
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 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 language, Czech language
Theoretical foundations of music therapy concepts. Medical, pedagogical, psychotherapeutic concepts of music therapy. Methods and techniques of receptive music therapy. Specific methods and techniques of expressive music therapy.
Preparation of music therapy program (music therapy recommendation - indications and contraindications, initial diagnosis, structure of music therapy program).
Music therapy planning (organizational forms of music therapy, selection of music therapy goals and strategies), implementation of music therapy interventions, documentation and evaluation of therapy.
100/0
The course will enable students to acquire the necessary skills to analyse music therapy processes in individuals with disabilities, applying theoretical knowledge and practical skills to practical outcomes.
Students will acquire the ability to select and apply appropriate methodological approaches within music therapy interventions in relation to specific diagnoses of individuals with disabilities under the supervision of the lecturer. Students will gain experience in the direct implementation of music therapy interventions with clients with disabilities. They also develop communication and organizational competencies related to conducting music therapy.
2S - 2 hours seminar (S)/week, for a total of 22 hours per semester.
Student workload:
11x2 hours of direct teaching = 22 hours of teaching; preparation for the seminar paper - 15 hours; preparation for the final assessment (test) of the student - 15 hours. TOTAL 51 hours of student workload.
Learning methods:
Monological methods in the form of interpretation and lectures, dialogical methods - interviews and discussion, self-study through e-learning, artistic methods - the implementation of art techniques with a focus on art therapy, the use of presentations and other material from practice (tests, drawings, photo documentation), test methods, descriptions and characterization of activities, other specific methods.
Compulsory readings:
BABYRÁDOVÁ, S. H., 2004. Symbol v dětském výtvarném projevu. 2. vyd. Brno: Masarykova univerzita, 2004, 132 s. ISBN 80-210-3360-6
GREUŠOVÁ, H. a kol. Arteterapia v špeciálnej pedagogike. Teória a prax. Bratislava: Iris, 2011. 329 s. ISBN 978-80-89238-52-1
ŠICKOVÁ, J. Základy arteterapie. Praha: Portál, 2002
Recommended readings:
GREUŠOVÁ, H. IKT v edukácii a arteterapii viacnásobne postihnutých osôb. In Informácie ZPMP v SR.-č.44/45. 2001
GREUŠOVÁ, H. Kresba a jej význam v diagnostike mentálne postihnutých jednotlivcov. In Efeta -otvor sa. Martin: Osveta, 2002
ŠICKOVÁ, J. Arteterapia – ú(zá)žitkové umenie. Bratislava: Petrus, 2006
The student will be evaluated for the midterm seminar paper (30%) and the final test of the knowledge acquired throughout the semester (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 earns less than 59 points on the assessment.
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 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 better, there is no critical thinking or application 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 language, Czech language
Art therapy - concept and definition of art therapy in special education. Content, tasks and goals of art therapy in special education. Development of children's drawing. Children's drawing in norm and in pathology. Identification of pathological features of drawing of children with different kinds of disabilities. Drawing tests. Forms of realization of art activities focusing on art therapy and diagnostics of children's drawing. Interpretation of children's artistic expression. ICT in art therapy and diagnosis of individuals with disabilities.
The content of the course is theoretical and practical. The lectures are conducted in such a way that the student is theoretically and practically familiar with basic art therapy procedures. The student approaches the study material responsibly, learning to manipulate a variety of art tools, working with tests and various test methods. The student learns about art activities not only as separate techniques, but conceives of them in a deeper way, art technique as a therapeutic form of expression as well as action. At the same time, he is able to recognize and name various pathological manifestations by them.
100/0
Students will acquire appropriate theoretical knowledge and practical skills in the subject in order to use them in the context of working in special schools and institutions and in counselling services.
Upon successful completion of the course, the student should have mastered the basic theoretical knowledge, concepts related to art therapy. The student will gain information about the stage development and deeper meanings of children's drawing. The student will learn about the stadial development of drawing in normality and in pathology, be able to find differences, focus on detail and examine the drawing in detail both in its formal aspect and in its content. The student can identify pathological features in the drawing of children (pupils) with different kinds of disability, disorder or threat. The student will become familiar with drawing tests and learn how to use and apply them. The student should understand the principles of creation in the visual arts, and should be able to capture simple expressions of creation. Theoretically, the student knows the basic art techniques, and is familiar with basic art materials, tools, and supplies. The student can interpret children's drawings and is familiar with ICT in art therapy and the diagnosis of individuals with disabilities.
2S - 2 hours seminar (S)/week, for a total of 22 hours per semester.
Student workload:
11x2 hours of direct teaching = 22 hours of teaching; preparation for the seminar paper - 15 hours; preparation for the final assessment (test) of the student - 15 hours. TOTAL 51 hours of student workload.
Learning methods:
Monological methods in the form of interpretation and lectures, dialogical methods - interviews and discussion, self-study through e-learning, artistic methods - the implementation of art techniques with a focus on art therapy, the use of presentations and other material from practice (tests, drawings, photo documentation), test methods, descriptions and characterization of activities, other specific methods.
Compulsory readings:
BABYRÁDOVÁ, S. H., 2004. Symbol v dětském výtvarném projevu. 2. vyd. Brno: Masarykova univerzita, 2004, 132 s. ISBN 80-210-3360-6
GREUŠOVÁ, H. a kol. Arteterapia v špeciálnej pedagogike. Teória a prax. Bratislava: Iris, 2011. 329 s. ISBN 978-80-89238-52-1
ŠICKOVÁ, J. Základy arteterapie. Praha: Portál, 2002
Recommended readings:
GREUŠOVÁ, H. IKT v edukácii a arteterapii viacnásobne postihnutých osôb. In Informácie ZPMP v SR.-č.44/45. 2001
GREUŠOVÁ, H. Kresba a jej význam v diagnostike mentálne postihnutých jednotlivcov. In Efeta -otvor sa. Martin: Osveta, 2002
ŠICKOVÁ, J. Arteterapia – ú(zá)žitkové umenie. Bratislava: Petrus, 2006
The student will be evaluated for the midterm seminar paper (30%) and the final test of the knowledge acquired throughout the semester (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 earns less than 59 points on the assessment.
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 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 better, there is no critical thinking or application 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 language, Czech language
Art therapy - concept and definition of art therapy in special education. Content, tasks and goals of art therapy in special education. Development of children's drawing. Children's drawing in norm and in pathology. Identification of pathological features of drawing of children with different kinds of disabilities. Drawing tests. Forms of realization of art activities focusing on art therapy and diagnostics of children's drawing. Interpretation of children's artistic expression. ICT in art therapy and diagnosis of individuals with disabilities.
The content of the course is theoretical and practical. The lectures are conducted in such a way that the student is theoretically and practically familiar with basic art therapy procedures. The student approaches the study material responsibly, learning to manipulate a variety of art tools, working with tests and various test methods. The student learns about art activities not only as separate techniques, but conceives of them in a deeper way, art technique as a therapeutic form of expression as well as action. At the same time, he is able to recognize and name various pathological manifestations by them.
100/0
Students will acquire appropriate theoretical knowledge and practical skills in the subject in order to use them in the context of working in special schools and institutions and in counselling services.
Upon successful completion of the course, the student should have mastered the basic theoretical knowledge, concepts related to art therapy. The student will gain information about the stage development and deeper meanings of children's drawing. The student will learn about the stadial development of drawing in normality and in pathology, be able to find differences, focus on detail and examine the drawing in detail both in its formal aspect and in its content. The student can identify pathological features in the drawing of children (pupils) with different kinds of disability, disorder or threat. The student will become familiar with drawing tests and learn how to use and apply them. The student should understand the principles of creation in the visual arts, and should be able to capture simple expressions of creation. Theoretically, the student knows the basic art techniques, and is familiar with basic art materials, tools, and supplies. The student can interpret children's drawings and is familiar with ICT in art therapy and the diagnosis of individuals with disabilities.
2S - 2 hours seminar per week (22 hours per semester). Combined form of education.
Student workload:
22 hours of direct teaching; 9 hours of preparation for the interim assessment; 19 hours of preparation for the final assessment. TOTAL: 50 hours
Learning methods:
Interpretation, small group work, cooperative learning, e-learning, problem solving, dramatization.
Compulsory readings:
NAGYOVÁ, K., CHLÁDECKÁ, Z. 2017. Hroví špecialisti – hroví terapeuti In: Paedagogica specialis : 31. - Bratislava : Univerzita Komenského v Bratislave, 2017. - S. 453-462. – ISBN 978-80-223-4438-8
NAGYOVÁ, K., KRALOVIČOVÁ, L. 2016. Možnosti využitia terapeutickej knihy – Iván Gómez: Ajka a Grof v krajine sopiek. In: Reflexie vývoja a trendy rozvoja špeciálnej pedagogiky na Slovensku v medzinárodných kontextoch. - Bratislava : Iris, 2016. - S. 351-357. - ISBN 978-80-89726-79-0
REICHELOVÁ, E. 2013. Na chvíľu Freudom. Filiálna terapia. Košice: Equilibria. 2013. ISBN 978-80-970592-3-1
REZKOVÁ, V., KLEINOVÁ, G. 2012. Hra jako lék. Teorie a praxe nedirektivní psychoterapie hrou. Praha: Pražská pedagogicko-psychologická poradna, spol. s r.o.
Recommended readings:
HANDLÍŘOVÁ, M. 2007. Možnosti pedagogické péče o hospitalizované dítě a vliv herní terapie. (Bakalárska práca, depon. in Katedra speciální pedagogiky Masarykovej university, Brno)
HUBBUCK, C. 2009. Play for sick children: play specialists in hospitals and beyond. Great Britain. Athenaeum Press, Gateshead, Tyne and Wear. 2009. ISBN 978 1 84310 654
MATĚJČEK, Z. 1989. Rodiče a děti, Praha: Avicenum, 1989.
MATĚJČEK, Z. 2004. Psychologické eseje, Praha: Karolinum, 2004. ISBN 80-246-0892-8
PLEVOVÁ, M. 1997. Dítě v nemocnici. 1. vyd. Brno: Masarykova univerzita, 1997. ISBN 80-210-1551-9
VALENTA. M., 2008. Herní specialista v somatopedii. Univerzita Palackého v Olomouci. 2008. ISBN 978-80-244-2137-7
During the semester, students will have sub-assignments in which the student can earn a total of 30 points. In the final assessment in the form of a term paper, the student may earn 70 points.
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 achieves less than 15 points on the continuous assessment. To pass the course, a minimum score of 60% is required.
A - excellent performance, the student has excellent knowledge of play therapy and can transfer it to practice; B - excellent performance, the student has excellent knowledge of play therapy and can transfer it to practice; C - good performance, the student has knowledge of play therapy but has difficulty transferring it to practice; D - satisfactory, student has basic knowledge of play therapy but cannot transfer it to practice; E - student has minimal knowledge of play therapy and cannot transfer it to practice; Fx - student has no knowledge of play therapy and cannot transfer it to practice; Fx - student has no knowledge of play therapy and cannot transfer it to practice
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 language, Czech language
- Play therapy. Basic background, history, philosophy.
- Direct vs. Non-directive play therapy.
- Material conditions for play therapy.
- Target group and contraindications.
- Principles of non-directive play therapy.
- Healing factors in play therapy.
- Filial therapy.
100/0
Upon completion of the course, the student will have acquired information and knowledge about play therapy. Students will acquire the theoretical potential to effectively recognize the individual needs of the child in the hospital and his/her family in order to intervene appropriately.
Students will acquire the professional competence (theoretical and practical) necessary to communicate and collaborate with other professionals on the team involved in the process of care for the child and his/her family.
2S - 2 hours seminar per week (22 hours per semester). Combined form of education.
Student workload:
22 hours of direct teaching; 9 hours of preparation for the interim assessment; 19 hours of preparation for the final assessment. TOTAL: 50 hours
Learning methods:
Interpretation, small group work, cooperative learning, e-learning, problem solving, dramatization.
Compulsory readings:
NAGYOVÁ, K., CHLÁDECKÁ, Z. 2017. Hroví špecialisti – hroví terapeuti In: Paedagogica specialis : 31. - Bratislava : Univerzita Komenského v Bratislave, 2017. - S. 453-462. – ISBN 978-80-223-4438-8
NAGYOVÁ, K., KRALOVIČOVÁ, L. 2016. Možnosti využitia terapeutickej knihy – Iván Gómez: Ajka a Grof v krajine sopiek. In: Reflexie vývoja a trendy rozvoja špeciálnej pedagogiky na Slovensku v medzinárodných kontextoch. - Bratislava : Iris, 2016. - S. 351-357. - ISBN 978-80-89726-79-0
REICHELOVÁ, E. 2013. Na chvíľu Freudom. Filiálna terapia. Košice: Equilibria. 2013. ISBN 978-80-970592-3-1
REZKOVÁ, V., KLEINOVÁ, G. 2012. Hra jako lék. Teorie a praxe nedirektivní psychoterapie hrou. Praha: Pražská pedagogicko-psychologická poradna, spol. s r.o.
Recommended readings:
HANDLÍŘOVÁ, M. 2007. Možnosti pedagogické péče o hospitalizované dítě a vliv herní terapie. (Bakalárska práca, depon. in Katedra speciální pedagogiky Masarykovej university, Brno)
HUBBUCK, C. 2009. Play for sick children: play specialists in hospitals and beyond. Great Britain. Athenaeum Press, Gateshead, Tyne and Wear. 2009. ISBN 978 1 84310 654
MATĚJČEK, Z. 1989. Rodiče a děti, Praha: Avicenum, 1989.
MATĚJČEK, Z. 2004. Psychologické eseje, Praha: Karolinum, 2004. ISBN 80-246-0892-8
PLEVOVÁ, M. 1997. Dítě v nemocnici. 1. vyd. Brno: Masarykova univerzita, 1997. ISBN 80-210-1551-9
VALENTA. M., 2008. Herní specialista v somatopedii. Univerzita Palackého v Olomouci. 2008. ISBN 978-80-244-2137-7
During the semester, students will have sub-assignments in which the student can earn a total of 30 points. In the final assessment in the form of a term paper, the student may earn 70 points.
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 achieves less than 15 points on the continuous assessment. To pass the course, a minimum score of 60% is required.
A - excellent performance, the student has excellent knowledge of play therapy and can transfer it to practice; B - excellent performance, the student has excellent knowledge of play therapy and can transfer it to practice; C - good performance, the student has knowledge of play therapy but has difficulty transferring it to practice; D - satisfactory, student has basic knowledge of play therapy but cannot transfer it to practice; E - student has minimal knowledge of play therapy and cannot transfer it to practice; Fx - student has no knowledge of play therapy and cannot transfer it to practice; Fx - student has no knowledge of play therapy and cannot transfer it to practice
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 language, Czech language
- Play therapy. Basic background, history, philosophy.
- Direct vs. Non-directive play therapy.
- Material conditions for play therapy.
- Target group and contraindications.
- Principles of non-directive play therapy.
- Healing factors in play therapy.
- Filial therapy.
100/0
Upon completion of the course, the student will have acquired information and knowledge about play therapy. Students will acquire the theoretical potential to effectively recognize the individual needs of the child in the hospital and his/her family in order to intervene appropriately.
Students will acquire the professional competence (theoretical and practical) necessary to communicate and collaborate with other professionals on the team involved in the process of care for the child and his/her family.
2E- Two hours of full-time or combined 11x2-hour practicum for a total of 22 hours per semester.
Student workload:
2E: 11x 2 hours of direct teaching = 22 hours; 14 hours preparation of the seminar paper; 10 hours preparation for the mid-term assessment; 14 hours preparation for the final test. Total 60 hours of student work.
Learning methods:
Small group work, role-play method, didactic games, e-learning, rehearsal
Compulsory readings:
TARCSIOVÁ, Darina, 2012. Prstové znaky a pedagogika sluchovo postihnutých. 1. vyd. Bratislava: Univerzita Komenského v Bratislave, 2012. 104s. ISBN 978-80-223-3274-3.
KOUDELKOVÁ, Š. a TARCSIOVÁ, D.,2017. Posunkuj so mnou: Základná posunková zásoba pre deti so sluchovým postihnutím, Bratislava: IRIS s.r.o., 201 s., ISBN 9788082000156 (vybrané časti).
Tomášková, M. (2025). Edukačné karty jednoručnej prstovej abecedy. Vydavateľstvo UK.
Tomášková, M. (2025). Edukačné karty dvojručnej prstovej abecedy. Vydavateľstvo UK
Recommended readings:
TOMÁŠKOVÁ, M. 2020 - urobené video sekvencie na Moodle (moodle.uniba.sk)
Posunkuj hravo (aplikácia), 2018. Infosluch OZ.
During the semester the student will be evaluated by two control tests (2x max. 50 points). The tests are focused on practical mastery of individual lessons from the course.
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. To pass the course, a minimum of 60% of the marks must be obtained.
The grade is awarded 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).
A-excellent performance, student knows/mastered/practically and theoretically mastered the finger alphabet, can apply to practice; B-excellent performance, student knows/mastered, practically and theoretically mastered the finger alphabet lesson, can apply to practice; C-good performance, student knows/learns, practically masters finger alphabet lessons, partially can apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice, partially masters finger alphabet lessons practically and theoretically; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
Slovak language
1.Terminological definition of finger signs and their brief characteristics - finger alphabet, auxiliary articulatory signs, 2. Possibilities and limits of the use of individual types of finger signs, 3. Characteristics of the finger alphabet - history and present 4. Training and fixation of one-handed finger alphabet, 5. Training and fixation of two-handed finger alphabet.
100/0
After completing the course, the student can characterize the concept of finger alphabet, can justify its use, can argue the need for its use not only in a group of children/pupils with hearing impairment, but also in other groups. The student will be able to practically master individual dactyls, apply them to practice, produce them fluently, but also be able to identify them from the production of others.
The student develops communication skills, organizational skills, interpersonal skills, creativity, abstract thinking skills, motivation, ability to learn, and the ability to communicate in a manual form of communication.
2E- Two hours of full-time or combined 11x2-hour practicum for a total of 22 hours per semester.
Student workload:
2E: 11x 2 hours of direct teaching = 22 hours; 14 hours preparation of the seminar paper; 10 hours preparation for the mid-term assessment; 14 hours preparation for the final test. Total 60 hours of student work.
Learning methods:
Small group work, role-play method, didactic games, e-learning, rehearsal
Compulsory readings:
TARCSIOVÁ, Darina, 2012. Prstové znaky a pedagogika sluchovo postihnutých. 1. vyd. Bratislava: Univerzita Komenského v Bratislave, 2012. 104s. ISBN 978-80-223-3274-3.
KOUDELKOVÁ, Š. a TARCSIOVÁ, D.,2017. Posunkuj so mnou: Základná posunková zásoba pre deti so sluchovým postihnutím, Bratislava: IRIS s.r.o., 201 s., ISBN 9788082000156 (vybrané časti).
Tomášková, M. (2025). Edukačné karty jednoručnej prstovej abecedy. Vydavateľstvo UK.
Tomášková, M. (2025). Edukačné karty dvojručnej prstovej abecedy. Vydavateľstvo UK
Recommended readings:
TOMÁŠKOVÁ, M. 2020 - urobené video sekvencie na Moodle (moodle.uniba.sk)
Posunkuj hravo (aplikácia), 2018. Infosluch OZ.
During the semester the student will be evaluated by two control tests (2x max. 50 points). The tests are focused on practical mastery of individual lessons from the course.
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. To pass the course, a minimum of 60% of the marks must be obtained.
The grade is awarded 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).
A-excellent performance, student knows/mastered/practically and theoretically mastered the finger alphabet, can apply to practice; B-excellent performance, student knows/mastered, practically and theoretically mastered the finger alphabet lesson, can apply to practice; C-good performance, student knows/learns, practically masters finger alphabet lessons, partially can apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice, partially masters finger alphabet lessons practically and theoretically; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
Slovak language
1.Terminological definition of finger signs and their brief characteristics - finger alphabet, auxiliary articulatory signs, 2. Possibilities and limits of the use of individual types of finger signs, 3. Characteristics of the finger alphabet - history and present 4. Training and fixation of one-handed finger alphabet, 5. Training and fixation of two-handed finger alphabet.
100/0
After completing the course, the student can characterize the concept of finger alphabet, can justify its use, can argue the need for its use not only in a group of children/pupils with hearing impairment, but also in other groups. The student will be able to practically master individual dactyls, apply them to practice, produce them fluently, but also be able to identify them from the production of others.
The student develops communication skills, organizational skills, interpersonal skills, creativity, abstract thinking skills, motivation, ability to learn, and the ability to communicate in a manual form of communication.
2E - 2 hours per week of practicum, total of 22 hours per semester by the combined method, primarily by attendance.
Student workload:
2x11 - 22 hours of direct teaching; 10 hours of preparation for interim assessment; 23 hours of preparation for final assessment; TOTAL: 55 hours.
Learning methods:
interpretation of the curriculum, discussion, guided discussion, methods of practical activity (methods of practicing practical skills), methods of repetition and consolidation of the curriculum, self-study.
Compulsory readings:
LOPÚCHOVÁ, J. Príručka o vzdelávaní žiaka s poruchou zraku v bežnej škole. Bratislava, IRIS, 2021. S. 86. ISBN 978-80-8200-101-6.
LOPÚCHOVÁ, J. ZEMKO, M. Z výskumu overovania programu prípravných cvičení na nácvik čítania a písania reliéfno-bodového písma u nevidiacich detí [elektronický dokument] In: MMK 2018 [elektronický dokument] : recenzovaný sborník příspěvků mezinárodní vědecké konference : Roč. 9. Hradec Králové : Magnanimitas akademické sdružení, 2018. - S. 813-823 [CD-ROM]. ISBN 978-80-87952-27-6
Pravidlá písania a používania Braillovho písma v Slovenskej republike, Slovenský knižnica pre nevidiacich – Slovenská autorita pre Braillovo písmo, Levoča 2021, ISBN: 978-80-18-10144-5
CINTULA, Vladimír. K metodike vyučovania Braillovho písma. Špeciálna pedagogika,II.1993.
JESENSKÝ, Ján a kol. Prolegomena systému tyflorehabilitace a metodiky tyflorehabilitačních výcviků. 1. vyd. Praha: UJAK, 2007. 659 s. ISBN 978-80-86723-49-5.
Recommended readings:
LOPÚCHOVÁ, J. 2011. Základy pedagogiky zrakovo postihnutých. Bratislava: IRIS, 2011. ISBN 978-80-89238-61-3.
LOPÚCHOVÁ, J. Z výskumu overovania programu prípravných cvičení na nácvik čítania a písania reliéfno-bodového písma u nevidiacich detí. MMK 2018 [elektronický dokument] : recenzovaný sborník příspěvků mezinárodní vědecké konference : Roč. 9. - : 1. vyd. ISBN 978-80-87952-27-6. - Hradec Králové : Magnanimitas akademické sdružení, 2018. - S. 813-823 [CD-ROM]
JESENSKÝ, Ján Metodika výcviku čtení a psaní zrakově postižených I. Praha: SI. 1983.
There will be one practical test during the semester in reading and writing continuously learned Braille characters, in which the student will have the opportunity to earn a maximum of 20 points.
In the final assessment, which will focus on practical reading and writing of Braille, including numbers and punctuation, the student may earn a maximum of 80 points. A total of 100 points for both assessments.
In order to pass the course and receive the appropriate number of credits, the student must earn:
- A minimum of 91 points is required for the final A grades,
- at least 81 points for a B grade,
- at least 73 points for grade C,
- at least 66 points for grade D
- and for grade E at least 60 points.
To pass the course, you must obtain a minimum of 60% of the marks.
A - excellent performance, the student knows Braille comprehensively, can name and operate Braille writing and reading aids, and can apply what he/she has learned to practice;
B - excellent performance, the student has a theoretical knowledge of Braille, but there are slight deficiencies in reading and writing (missing one or two characters);
C - good performance, the student has learned but can only partially apply what he/she has learned to practice (gaps of 3-4 characters);
D - acceptable performance, the student has learned only partially, has significant deficiencies in the subject matter, cannot apply what he/she has learned in practice (gaps of 5-6 characters);
E - minimally acceptable performance, the student has learned minimally, cannot adequately apply to practice (gaps of 7-10 characters);
Fx - unacceptable performance, does not know the system, writing and reading Braille characters. Student did not meet the requirements set by the instructor during the semester.
The grade is given on a scale:
A (100-91%, proficient - excellent performance),
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 language, Czech language
The system and methods of writing Braille, the aids used to write Braille, and the aids used to read Braille that may be encountered as a future special educator working with an individual with a visual impairment; the student will learn the system and methods of writing relief-point Braille.
Slovak standardised Braille notation (familiarisation with the BP system and learning how to write individual letters, numbers, punctuation, mathematical notation and the notation of specific signs - e.g. @, ©, €, etc.); the student will master the theoretical and practical notation of specific Braille signs, develop his/her ability to communicate and his/her digital skills.
Writing the letters of the Braille alphabet. Methodological sequence of BP training. Sequence 1 - A, B, L, E; Sequence 2 - K, U; Sequence 3 - C, O, M, I; Sequence 4 - V, A, C, R; Sequence 5 - comma, S, Ú, P; Sequence 6 - PZ, dot, Í, Š; Sequence 7 - D, Ď, N, G, É; Sequence 8 - J, T, Y; Sequence 9 - ! (or +); Sequence 10 - Z, F, Ň, Ý, dash; Sequence 11 - H, Ť, Ž, colon; Sequence 12 - Ô, Ľ, Ó, Ĺ; Sequence 13 - Ä, Ŕ, X, quotation marks; Sequence 14 - apostrophe; Sequence 15 - Q, W, parentheses (); Sequence 15 - VP, ČZ, asterisk.
Braille printing, basic functions of a relief-point printer, working in the appropriate Braille printing software. Writing on Tatrapoint. The student will acquire the skill of operating the Tatrapoint and Braille printer. The student will learn how to produce relief-point type on the printer. The student will be proficient in writing Braille on the Tatrapoint and, if interested, on the Prague board.
Work with the Braille line (display). The student will learn to operate the basic functions of the Braille line and work in a word processor or mathematical notation software (Lambda). The student will acquire knowledge and basic skills in the use of the braille line.
100/0
Upon completion of the course, the student will be proficient in Braille, including punctuation marks and numbers, not only in reading, but also in writing the script on Tatrapoint. The student will have more advanced information about the possibilities of using Braille in practice, will master the operation of a Braille printer (Index Everest), will master the use of Braille display (line). He will also acquire basic knowledge of the notation of characters used in vocational subjects (music education, mathematics, physics, chemistry, etc.). Can write dictated text on Tatrapoint.
During the course, the student will develop his/her communication skills, ICT skills, critical thinking, reasoning in context.
2E - 2 hours per week of practicum, total of 22 hours per semester by the combined method, primarily by attendance.
Student workload:
2x11 - 22 hours of direct teaching; 10 hours of preparation for interim assessment; 23 hours of preparation for final assessment; TOTAL: 55 hours.
Learning methods:
interpretation of the curriculum, discussion, guided discussion, methods of practical activity (methods of practicing practical skills), methods of repetition and consolidation of the curriculum, self-study.
Compulsory readings:
LOPÚCHOVÁ, J. Príručka o vzdelávaní žiaka s poruchou zraku v bežnej škole. Bratislava, IRIS, 2021. S. 86. ISBN 978-80-8200-101-6.
LOPÚCHOVÁ, J. ZEMKO, M. Z výskumu overovania programu prípravných cvičení na nácvik čítania a písania reliéfno-bodového písma u nevidiacich detí [elektronický dokument] In: MMK 2018 [elektronický dokument] : recenzovaný sborník příspěvků mezinárodní vědecké konference : Roč. 9. Hradec Králové : Magnanimitas akademické sdružení, 2018. - S. 813-823 [CD-ROM]. ISBN 978-80-87952-27-6
Pravidlá písania a používania Braillovho písma v Slovenskej republike, Slovenský knižnica pre nevidiacich – Slovenská autorita pre Braillovo písmo, Levoča 2021, ISBN: 978-80-18-10144-5
CINTULA, Vladimír. K metodike vyučovania Braillovho písma. Špeciálna pedagogika,II.1993.
JESENSKÝ, Ján a kol. Prolegomena systému tyflorehabilitace a metodiky tyflorehabilitačních výcviků. 1. vyd. Praha: UJAK, 2007. 659 s. ISBN 978-80-86723-49-5.
Recommended readings:
LOPÚCHOVÁ, J. 2011. Základy pedagogiky zrakovo postihnutých. Bratislava: IRIS, 2011. ISBN 978-80-89238-61-3.
LOPÚCHOVÁ, J. Z výskumu overovania programu prípravných cvičení na nácvik čítania a písania reliéfno-bodového písma u nevidiacich detí. MMK 2018 [elektronický dokument] : recenzovaný sborník příspěvků mezinárodní vědecké konference : Roč. 9. - : 1. vyd. ISBN 978-80-87952-27-6. - Hradec Králové : Magnanimitas akademické sdružení, 2018. - S. 813-823 [CD-ROM]
JESENSKÝ, Ján Metodika výcviku čtení a psaní zrakově postižených I. Praha: SI. 1983.
There will be one practical test during the semester in reading and writing continuously learned Braille characters, in which the student will have the opportunity to earn a maximum of 20 points.
In the final assessment, which will focus on practical reading and writing of Braille, including numbers and punctuation, the student may earn a maximum of 80 points. A total of 100 points for both assessments.
In order to pass the course and receive the appropriate number of credits, the student must earn:
- A minimum of 91 points is required for the final A grades,
- at least 81 points for a B grade,
- at least 73 points for grade C,
- at least 66 points for grade D
- and for grade E at least 60 points.
To pass the course, you must obtain a minimum of 60% of the marks.
A - excellent performance, the student knows Braille comprehensively, can name and operate Braille writing and reading aids, and can apply what he/she has learned to practice;
B - excellent performance, the student has a theoretical knowledge of Braille, but there are slight deficiencies in reading and writing (missing one or two characters);
C - good performance, the student has learned but can only partially apply what he/she has learned to practice (gaps of 3-4 characters);
D - acceptable performance, the student has learned only partially, has significant deficiencies in the subject matter, cannot apply what he/she has learned in practice (gaps of 5-6 characters);
E - minimally acceptable performance, the student has learned minimally, cannot adequately apply to practice (gaps of 7-10 characters);
Fx - unacceptable performance, does not know the system, writing and reading Braille characters. Student did not meet the requirements set by the instructor during the semester.
The grade is given on a scale:
A (100-91%, proficient - excellent performance),
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 language, Czech language
The system and methods of writing Braille, the aids used to write Braille, and the aids used to read Braille that may be encountered as a future special educator working with an individual with a visual impairment; the student will learn the system and methods of writing relief-point Braille.
Slovak standardised Braille notation (familiarisation with the BP system and learning how to write individual letters, numbers, punctuation, mathematical notation and the notation of specific signs - e.g. @, ©, €, etc.); the student will master the theoretical and practical notation of specific Braille signs, develop his/her ability to communicate and his/her digital skills.
Writing the letters of the Braille alphabet. Methodological sequence of BP training. Sequence 1 - A, B, L, E; Sequence 2 - K, U; Sequence 3 - C, O, M, I; Sequence 4 - V, A, C, R; Sequence 5 - comma, S, Ú, P; Sequence 6 - PZ, dot, Í, Š; Sequence 7 - D, Ď, N, G, É; Sequence 8 - J, T, Y; Sequence 9 - ! (or +); Sequence 10 - Z, F, Ň, Ý, dash; Sequence 11 - H, Ť, Ž, colon; Sequence 12 - Ô, Ľ, Ó, Ĺ; Sequence 13 - Ä, Ŕ, X, quotation marks; Sequence 14 - apostrophe; Sequence 15 - Q, W, parentheses (); Sequence 15 - VP, ČZ, asterisk.
Braille printing, basic functions of a relief-point printer, working in the appropriate Braille printing software. Writing on Tatrapoint. The student will acquire the skill of operating the Tatrapoint and Braille printer. The student will learn how to produce relief-point type on the printer. The student will be proficient in writing Braille on the Tatrapoint and, if interested, on the Prague board.
Work with the Braille line (display). The student will learn to operate the basic functions of the Braille line and work in a word processor or mathematical notation software (Lambda). The student will acquire knowledge and basic skills in the use of the braille line.
100/0
Upon completion of the course, the student will be proficient in Braille, including punctuation marks and numbers, not only in reading, but also in writing the script on Tatrapoint. The student will have more advanced information about the possibilities of using Braille in practice, will master the operation of a Braille printer (Index Everest), will master the use of Braille display (line). He will also acquire basic knowledge of the notation of characters used in vocational subjects (music education, mathematics, physics, chemistry, etc.). Can write dictated text on Tatrapoint.
During the course, the student will develop his/her communication skills, ICT skills, critical thinking, reasoning in context.
Type, scope and method of educational activities:
2 hours 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.
Learning methods:
The basic method during the introductory lectures is the monological method - lecture and explanation of the theoretical background of the subject. Furthermore, there is a linking of teaching with practice and application of theoretical knowledge on practical examples. 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.
Compulsory/Recommended readings:
VANČOVÁ, A. 2001. Edukácia viacnásobne postihnutých. Bratislava: Sapientia, 2001. ISBN 80-967180-7-X.
VANČOVÁ, A. 2018. Špeciálnopedagogické intervencie u viacnásobne postihnutých. Bratislava, IRIS 2018. ISBN 978-80-8200-036-1.
GOGOVÁ, T., KASTELOVÁ, A., PREČUCHOVÁ ŠTEFANOVIČOVÁ, A. ŠULOVSKÁ, M., VANČOVÁ, A. 2013. Pedagogika mentálne a viacnásobne postihnutých raného a predškolského veku. 1. vyd. Bratislava: Iris, 2013. - 244 s. ISBN 978-80-89238-90-3.
Recommended readings:
VANČOVÁ, A. 2010. Pedagogika viacnásobne postihnutých. 1. vyd. Bratislava: KKT, PdF UK, 2010. ISBN 978-80-970228-1-5.
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.
VAŠEK, Š., VANČOVÁ, A., GYULA, H., FÖLDIOVÁ, ZS., KOVÁCSOVÁ, M, RADVÁNYIOVÁ, K., VÁGÖOVÁ, ANNA E., JAKUBÓCZYOVÁ, H. - MÁRKUSOVÁ, E. 1999. Pedagogika viacnásobne postihnutých. 1. vyd. - Bratislava :Sapientia, 1999. - 282 s. 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.
GOGOVÁ, T. 2012. Stimulácia vývinu v rámci špeciálnopedagogických intervenčných programov v procese ranej intervencie u detí s ťažkým zdravotným postihnutím. In: Paedagogica specialis 26.Bratislava: Iris, 2012. s.399-412. ISBN 978-80-223-3287-3.
HÁJKOVÁ, V. 2009. Bazálni stimulace, aktivace a komunikace v edukaci žáků s kombinovaným postižením.1. vyd. Praha: Somatopedická společnost, 2009. ISBN 978-80-904464-0-3.
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.
During the semester, each student will prepare 2 written assignments according to the instructions of the lecturers, from individual subject areas (each assignment max. 10 points, for a total of 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 from the final test, i.e. 30 points. A student may earn a maximum of 20 points per activity during each class period.
A minimum of 60% of the maximum possible course grade is required for successful completion of the course.
The grade is awarded on a scale:
A (100-91 points, excellent - outstanding),
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, fair - results meet minimum criteria),
Fx (59-0 points, insufficient - additional work required)
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. 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, systematises it, produces written outputs at the required level, the outputs, including the final test, meet all the specified criteria and the acquired knowledge is transferred into them excellently.
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, has produced written outputs with minor deficiencies and there are excellent transfer of the acquired knowledge into them.
C - good performance, the student has mastered the required knowledge at an average level, critical thinking and evaluation is weakened, he/she can analyse the acquired knowledge, problems appear in synthesising 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 acquired and acquired knowledge of the subject area at a reduced level, critical and synthetic thinking is significantly weakened, there is an absence of linking what has been learned, written outputs have significant deficiencies, the acquired knowledge is not sufficiently transferred into them.
E - Minimally acceptable performance, 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 knowledge learned from the subject,
Fx - unacceptable performance, the student has not met the conditions set by the teacher during the semester.
Slovak language and Czech language
Goals, tasks, content and process of education of the multiply handicapped in relation to the different categories of multiple disabilities. Educational characteristics of multiply disabled persons Specifics of education with regard to the type, form and combination of disabilities. Functional special-educational diagnostics and its specifics for individuals with multiple disabilities in relation to education. Specifics in the development and implementation of individual educational, stimulation and correction programs. Specific problems in the education of individuals with multiple disabilities. Specifics of educational rehabilitation and special education for the multiply handicapped in institutions of various types. Implication of the findings of communication theory of multiple disabilities in education. Philosophy of special education of the multiply handicapped. Inclusive approaches in the education of the multiply disabled. Aids, aids, resources and multimedia in the education of the multiply handicapped. Innovations in the education of the multiply handicapped. The system of schools and facilities for the multiply handicapped. Comparison of the knowledge of the discipline with knowledge from abroad.
50/50
The student has received relevant detailed information on the aims, objectives, content and process of educating the multiply disabled in relation to the different categories of SEN. Gained an overview of the history of education of MPH persons. Gained knowledge about the educational characteristics of the multiply handicapped. Learned how to apply the knowledge of related disciplines to the education of MPHs. Gained a detailed overview of the system of institutions for the multiply handicapped and the basic communication strategies of the multiply handicapped. Acquired detailed knowledge of the diagnosis and education of the multiply disabled. He has mastered special methods of educating the multiply disabled as well as the procedures of developing individual educational, stimulation and correction programs. He has acquired knowledge of the philosophy of special education of the multiply handicapped, as well as of inclusive approaches in the education of the multiply handicapped. He learned about assistive devices, resources and multimedia in the education of people with disabilities. Gained an overview of innovations in the education of MPHs. Learned how to make comparisons in the subject discipline.
Type, scope and method of educational activities:
2 hours 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.
Learning methods:
The basic method during the introductory lectures is the monological method - lecture and explanation of the theoretical background of the subject. Furthermore, there is a linking of teaching with practice and application of theoretical knowledge on practical examples. 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.
Compulsory/Recommended readings:
VANČOVÁ, A. 2001. Edukácia viacnásobne postihnutých. Bratislava: Sapientia, 2001. ISBN 80-967180-7-X.
VANČOVÁ, A. 2018. Špeciálnopedagogické intervencie u viacnásobne postihnutých. Bratislava, IRIS 2018. ISBN 978-80-8200-036-1.
GOGOVÁ, T., KASTELOVÁ, A., PREČUCHOVÁ ŠTEFANOVIČOVÁ, A. ŠULOVSKÁ, M., VANČOVÁ, A. 2013. Pedagogika mentálne a viacnásobne postihnutých raného a predškolského veku. 1. vyd. Bratislava: Iris, 2013. - 244 s. ISBN 978-80-89238-90-3.
Recommended readings:
VANČOVÁ, A. 2010. Pedagogika viacnásobne postihnutých. 1. vyd. Bratislava: KKT, PdF UK, 2010. ISBN 978-80-970228-1-5.
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.
VAŠEK, Š., VANČOVÁ, A., GYULA, H., FÖLDIOVÁ, ZS., KOVÁCSOVÁ, M, RADVÁNYIOVÁ, K., VÁGÖOVÁ, ANNA E., JAKUBÓCZYOVÁ, H. - MÁRKUSOVÁ, E. 1999. Pedagogika viacnásobne postihnutých. 1. vyd. - Bratislava :Sapientia, 1999. - 282 s. 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.
GOGOVÁ, T. 2012. Stimulácia vývinu v rámci špeciálnopedagogických intervenčných programov v procese ranej intervencie u detí s ťažkým zdravotným postihnutím. In: Paedagogica specialis 26.Bratislava: Iris, 2012. s.399-412. ISBN 978-80-223-3287-3.
HÁJKOVÁ, V. 2009. Bazálni stimulace, aktivace a komunikace v edukaci žáků s kombinovaným postižením.1. vyd. Praha: Somatopedická společnost, 2009. ISBN 978-80-904464-0-3.
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.
During the semester, each student will prepare 2 written assignments according to the instructions of the lecturers, from individual subject areas (each assignment max. 10 points, for a total of 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 from the final test, i.e. 30 points. A student may earn a maximum of 20 points per activity during each class period.
A minimum of 60% of the maximum possible course grade is required for successful completion of the course.
The grade is awarded on a scale:
A (100-91 points, excellent - outstanding),
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, fair - results meet minimum criteria),
Fx (59-0 points, insufficient - additional work required)
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. 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, systematises it, produces written outputs at the required level, the outputs, including the final test, meet all the specified criteria and the acquired knowledge is transferred into them excellently.
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, has produced written outputs with minor deficiencies and there are excellent transfer of the acquired knowledge into them.
C - good performance, the student has mastered the required knowledge at an average level, critical thinking and evaluation is weakened, he/she can analyse the acquired knowledge, problems appear in synthesising 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 acquired and acquired knowledge of the subject area at a reduced level, critical and synthetic thinking is significantly weakened, there is an absence of linking what has been learned, written outputs have significant deficiencies, the acquired knowledge is not sufficiently transferred into them.
E - Minimally acceptable performance, 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 knowledge learned from the subject,
Fx - unacceptable performance, the student has not met the conditions set by the teacher during the semester.
Slovak language and Czech language
Goals, tasks, content and process of education of the multiply handicapped in relation to the different categories of multiple disabilities. Educational characteristics of multiply disabled persons Specifics of education with regard to the type, form and combination of disabilities. Functional special-educational diagnostics and its specifics for individuals with multiple disabilities in relation to education. Specifics in the development and implementation of individual educational, stimulation and correction programs. Specific problems in the education of individuals with multiple disabilities. Specifics of educational rehabilitation and special education for the multiply handicapped in institutions of various types. Implication of the findings of communication theory of multiple disabilities in education. Philosophy of special education of the multiply handicapped. Inclusive approaches in the education of the multiply disabled. Aids, aids, resources and multimedia in the education of the multiply handicapped. Innovations in the education of the multiply handicapped. The system of schools and facilities for the multiply handicapped. Comparison of the knowledge of the discipline with knowledge from abroad.
50/50
The student has received relevant detailed information on the aims, objectives, content and process of educating the multiply disabled in relation to the different categories of SEN. Gained an overview of the history of education of MPH persons. Gained knowledge about the educational characteristics of the multiply handicapped. Learned how to apply the knowledge of related disciplines to the education of MPHs. Gained a detailed overview of the system of institutions for the multiply handicapped and the basic communication strategies of the multiply handicapped. Acquired detailed knowledge of the diagnosis and education of the multiply disabled. He has mastered special methods of educating the multiply disabled as well as the procedures of developing individual educational, stimulation and correction programs. He has acquired knowledge of the philosophy of special education of the multiply handicapped, as well as of inclusive approaches in the education of the multiply handicapped. He learned about assistive devices, resources and multimedia in the education of people with disabilities. Gained an overview of innovations in the education of MPHs. Learned how to make comparisons in the subject discipline.
Type, scope and methods of educational activities:
2P/Two hours of lecture in a full-time or combined method 11x2hours, a total of 22 hours per semester.
Student workload:
2P (2 credits): 11x2hours of direct teaching = 22 hours, 14 hours preparation of seminar paper, 14 hours preparation for mid-term assessment, 30 hours preparation for examination. Total 80 hours of student work.
Learning methods:
Interpretation of the curriculum with continuous application of the theoretical knowledge on practical examples. Theoretical teaching will be accompanied by methodical preparation of students through a seminar assignment at school. This will include participant observation of student's social attitudes towards barriers to participation in school life. The student will become familiar with a case study of a pupil with SEN, reflecting on his/her situation and the progress caused by the implementation of a support measure. The reflection will be produced as a term paper.
Compulsory readings:
BARTOŇOVÁ, M., VÍTKOVÁ, M. et al., 2016. Vzdělávání se zaměřením na inkluzivní didaktiku a vyučování žáků se speciálními vzdělávacími potřebami ve škole hlavního vzdělávacího proudu. Brno: Masarykova univerzita. 2016. ISBN: 978-80-2106-678-6.
BARTOŇOVÁ, M., VÍTKOVÁ, M. 2020. Efektivní vyučování v heterogenní třídě se zřetelem na metody a učební strategie. 1., elektronické vyd. Brno: Masarykova univerzita, 2020. 122 s. ISBN 978-80-210-9830-5.
BOOTH, T. a M. AINSCOW, 2019. Index inkúzie. Príručka na rozvoj škôl s dôrazom na inkluzívne hodnoty. 2019. Nadácia pre deti Slovenska. ISBN 978-80-89403-19-6.[online].[cit. 2020-09-25]. Dostupné z: https://www.nds.sk/wp-content/uploads/2023/07/index-inkluzie.pdf
KATALÓG PODPORNÝCH OPATRENÍ, 2024. 2. vydanie. Dostupné na:
https://podporneopatrenia.minedu.sk/data/att/c09/31224.4fca50.pdf
STRATÉGIA INKLUZÍVNEHO PRÍSTUPU VO VÝCHOVE A VZDELÁVANÍ, 2021. Dostupné z:
https://www.minedu.sk/data/att/928/23120.ae7062.pdf
ŠTÁTNA ŠKOLSKÁ INŠPEKCIA, 2023. Sprievodca wellbeingom v školskom prostredí. ISBN: 978-80-974470-1-4, Dostupné z:
https://www.ssi.sk/wp-content/uploads/2023/04/Publikacia-WELLBeing-2023.pdf
LECHTA, V. (ed), 2016. Inkluzívna pedagogika. Praha: Portál. 2016. 463s. ISBN: 978-80-262-1123-5.
Recommended readings:
BAGALOVÁ, Ľ., Ľ. BIZÍKOVÁ a Z. FATULOVÁ, 2015. Metodika podporujúca inkluzívne vzdelávanie v školách. Bratislava: Štátny pedagogický ústav. ISBN 978-80-8118-143-6. Dostupné na:
https://www.statpedu.sk/files/articles/nove_dokumenty/projekty/eea_grants/metodika-podporujuca-inkluzivne-vzdelavanie-skolach.pdf
BARTOŇOVÁ, M. VÍTKOVÁ, M. et al. 2016. Strategie vzdělávání žáků se speciálními vzdělávacími potřebami v inkluzivním prostředí základní školy. Texty k distančnímu vzdělávání. 1. vyd. Brno: Paido, 2016. 27 s. ISBN 978-80-7315-255-0.
BARTOŇOVÁ,M., VÍTKOVÁ, M. 2019. Inkluzivní pedagogika: Distanční studijní text. 1. vyd. Opava, 2019. 179 s. ISBN 978-80-7510-334-5.
BARTOŇOVÁ, M., VÍTKOVÁ ,M. 2018. Inkluzivní didaktika v praxi základní školy se zřetelem na specifika žáků s lehkým mentálním postižením. 1. vydání. Brno: Munipress, 2018. 165 s. ISBN 978-80-210-9189-4.
BARTOŇOVÁ, M., VÍTKOVÁ , M. a kol. 2017. Support Measures for Students with Special Education Needs in Mainstream Schools in the Czech Republic and Abroad. 1. vyd. Brno: Masarykova univerzita, 2017. 198 s. ISBN 978-80-210-8504-6.
Zákony, vyhlášky a metodické pokyny v aktuálnom znení.
During the semester, the student will present his/her seminar work - case study.
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.
A student may obtain a maximum of 80 points for the written final examination and a maximum of 20 points for the seminar paper.
Credit will not be awarded unless the student achieves at least 55% on the written test. To pass the course, a minimum score of 60% is required.
The grade is awarded 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).
A-excellent performance, student can/does/creates/critically evaluates; B-excellent performance, student can/does but critical thinking is borderline; C-good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
Slovak language, Czech language and English language
The aim of the course is knowledge and orientation in the issues of inclusion and inclusive education in theoretical and practice-oriented level.
The course is based on:
1.Principles, values, goals of common education. 2. The emergence and nature of the inclusive school, changes in the curriculum. 2.Inclusive didactics, working with heterogeneous class and group of pupils, teaching strategies, differentiation and individualization in the process of teaching; 3. Measurement of pupils' relational network in an inclusive school, principles of social learning, metacognitive learning, diagnosis of pupils' learning needs; 4. Individual support of pupils, reflection on their learning progress in the context of support measures, principle of individualization and differentiation; 5. Role of pedagogue/special educator and teaching assistant in inclusive practice; 6. Legislative support and inclusive conditions in education, support measures
50/50
The student will acquire adequate theoretical knowledge and practical skills. The student will be able to state the criteria for good management of an inclusive classroom, characterize effective teaching in a heterogeneous classroom, explain the regularities of the learning process, its mechanisms, its course and the conditions under which it takes place. The student will become familiar with the presented inclusive methodologies in education and the possibilities of teaching in heterogeneous classrooms. The student will be able to specify the conditions of a school environment prepared for inclusive education, the principles of individualization and differentiation.
Type, scope and methods of educational activities:
2P/Two hours of lecture in a full-time or combined method 11x2hours, a total of 22 hours per semester.
Student workload:
2P (2 credits): 11x2hours of direct teaching = 22 hours, 14 hours preparation of seminar paper, 14 hours preparation for mid-term assessment, 30 hours preparation for examination. Total 80 hours of student work.
Learning methods:
Interpretation of the curriculum with continuous application of the theoretical knowledge on practical examples. Theoretical teaching will be accompanied by methodical preparation of students through a seminar assignment at school. This will include participant observation of student's social attitudes towards barriers to participation in school life. The student will become familiar with a case study of a pupil with SEN, reflecting on his/her situation and the progress caused by the implementation of a support measure. The reflection will be produced as a term paper.
Compulsory readings:
BARTOŇOVÁ, M., VÍTKOVÁ, M. et al., 2016. Vzdělávání se zaměřením na inkluzivní didaktiku a vyučování žáků se speciálními vzdělávacími potřebami ve škole hlavního vzdělávacího proudu. Brno: Masarykova univerzita. 2016. ISBN: 978-80-2106-678-6.
BARTOŇOVÁ, M., VÍTKOVÁ, M. 2020. Efektivní vyučování v heterogenní třídě se zřetelem na metody a učební strategie. 1., elektronické vyd. Brno: Masarykova univerzita, 2020. 122 s. ISBN 978-80-210-9830-5.
BOOTH, T. a M. AINSCOW, 2019. Index inkúzie. Príručka na rozvoj škôl s dôrazom na inkluzívne hodnoty. 2019. Nadácia pre deti Slovenska. ISBN 978-80-89403-19-6.[online].[cit. 2020-09-25]. Dostupné z: https://www.nds.sk/wp-content/uploads/2023/07/index-inkluzie.pdf
KATALÓG PODPORNÝCH OPATRENÍ, 2024. 2. vydanie. Dostupné na:
https://podporneopatrenia.minedu.sk/data/att/c09/31224.4fca50.pdf
STRATÉGIA INKLUZÍVNEHO PRÍSTUPU VO VÝCHOVE A VZDELÁVANÍ, 2021. Dostupné z:
https://www.minedu.sk/data/att/928/23120.ae7062.pdf
ŠTÁTNA ŠKOLSKÁ INŠPEKCIA, 2023. Sprievodca wellbeingom v školskom prostredí. ISBN: 978-80-974470-1-4, Dostupné z:
https://www.ssi.sk/wp-content/uploads/2023/04/Publikacia-WELLBeing-2023.pdf
LECHTA, V. (ed), 2016. Inkluzívna pedagogika. Praha: Portál. 2016. 463s. ISBN: 978-80-262-1123-5.
Recommended readings:
BAGALOVÁ, Ľ., Ľ. BIZÍKOVÁ a Z. FATULOVÁ, 2015. Metodika podporujúca inkluzívne vzdelávanie v školách. Bratislava: Štátny pedagogický ústav. ISBN 978-80-8118-143-6. Dostupné na:
https://www.statpedu.sk/files/articles/nove_dokumenty/projekty/eea_grants/metodika-podporujuca-inkluzivne-vzdelavanie-skolach.pdf
BARTOŇOVÁ, M. VÍTKOVÁ, M. et al. 2016. Strategie vzdělávání žáků se speciálními vzdělávacími potřebami v inkluzivním prostředí základní školy. Texty k distančnímu vzdělávání. 1. vyd. Brno: Paido, 2016. 27 s. ISBN 978-80-7315-255-0.
BARTOŇOVÁ,M., VÍTKOVÁ, M. 2019. Inkluzivní pedagogika: Distanční studijní text. 1. vyd. Opava, 2019. 179 s. ISBN 978-80-7510-334-5.
BARTOŇOVÁ, M., VÍTKOVÁ ,M. 2018. Inkluzivní didaktika v praxi základní školy se zřetelem na specifika žáků s lehkým mentálním postižením. 1. vydání. Brno: Munipress, 2018. 165 s. ISBN 978-80-210-9189-4.
BARTOŇOVÁ, M., VÍTKOVÁ , M. a kol. 2017. Support Measures for Students with Special Education Needs in Mainstream Schools in the Czech Republic and Abroad. 1. vyd. Brno: Masarykova univerzita, 2017. 198 s. ISBN 978-80-210-8504-6.
Zákony, vyhlášky a metodické pokyny v aktuálnom znení.
During the semester, the student will present his/her seminar work - case study.
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.
A student may obtain a maximum of 80 points for the written final examination and a maximum of 20 points for the seminar paper.
Credit will not be awarded unless the student achieves at least 55% on the written test. To pass the course, a minimum score of 60% is required.
The grade is awarded 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).
A-excellent performance, student can/does/creates/critically evaluates; B-excellent performance, student can/does but critical thinking is borderline; C-good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
Slovak language, Czech language and English language
The aim of the course is knowledge and orientation in the issues of inclusion and inclusive education in theoretical and practice-oriented level.
The course is based on:
1.Principles, values, goals of common education. 2. The emergence and nature of the inclusive school, changes in the curriculum. 2.Inclusive didactics, working with heterogeneous class and group of pupils, teaching strategies, differentiation and individualization in the process of teaching; 3. Measurement of pupils' relational network in an inclusive school, principles of social learning, metacognitive learning, diagnosis of pupils' learning needs; 4. Individual support of pupils, reflection on their learning progress in the context of support measures, principle of individualization and differentiation; 5. Role of pedagogue/special educator and teaching assistant in inclusive practice; 6. Legislative support and inclusive conditions in education, support measures
50/50
The student will acquire adequate theoretical knowledge and practical skills. The student will be able to state the criteria for good management of an inclusive classroom, characterize effective teaching in a heterogeneous classroom, explain the regularities of the learning process, its mechanisms, its course and the conditions under which it takes place. The student will become familiar with the presented inclusive methodologies in education and the possibilities of teaching in heterogeneous classrooms. The student will be able to specify the conditions of a school environment prepared for inclusive education, the principles of individualization and differentiation.
Type, scope and methods of educational activities:
2 hours lecture/week, total 22 hours per semester, combined method.
Student workload:
11x2 hours of direct teaching = 22 hours; 10 hours preparation of seminar work; 28 hours preparation for examination. Total 60 hours of student work.
Learning methods:
Linking teaching with practice; interview; discussion of the topic covered; small group work; teaching of the subject by practitioners; interpretation of the material; explanation; quizzes; presentation of scientific and professional knowledge through verbal, verbal-visual and multimedia means of presentation; project methods; guided brainstorming; analytical-synthetic and comparative methods.
Compulsory/Recommended readings:
ADAMUS, P., VANČOVÁ, A. a LÖFFLEROVÁ, M. 2017. Poruchy autistického spektra v kontextu aktuálních interdisciplinárních poznatků. Ostrava: Pedagogická fakulta Ostravské univerzity, 2017. ISBN 978-80-7464-957-8.
THOROVÁ, K. 2016. Poruchy autistického spektra. 1. vyd. Praha: Portál, 2016. 493 s. ISBN 978-80-262-0768-9.
Recommended readings:
ADAMUS, P. 2014. Edukace žáků s poruchou autistického spektra v kontextu rozvoje klíčových kompetencí. 1. vyd. Ostrava: Ostravská univerzita, Pedagogická fakulta, 2014. ISBN 978-80-7464-661-4.
ČADILOVÁ, V., ŽAMPACHOVÁ, Z. 2008. Strukturované učení: Vzdělávání dětí s autismem a jinými vývojovými poruchami. Praha: Portál, 2008. ISBN 978-80-7367-475-5.
ČADILOVÁ, V., ŽAMPACHOVÁ, Z. a kol. 2012. Metodika práce se žákem s poruchami autistického spektra. 1. vyd. Olomouc: Univerzita Palackého, 2012. ISBN 978-80- 244-3309-7.
DRUŽKOVSKÁ, L., TRELLOVÁ, I. a VANČOVÁ, A. 2020. Hodnotenie preferencií v edukačnom procese detí s poruchami autistického spektra. In: Paedagogica specialis 34. Bratislava: Iris, 2020. s. 356 – 369. ISBN 978-80-223-5049-5.
HRDLIČKA, M., KOMÁREK, V. 2004. Dětský autismus. Praha: Portál, 2004. ISBN 80-7178-813-9.
VANČOVÁ, A. 2005. Vývoj edukačných a podporných služieb pre žiakov s autizmom na Slovensku v období rokov 1990 až 2005. In: Aktuálne otázky teórie a praxe špeciálnej pedagogiky: Aktuálne otázky výchovnej rehabilitácie postihnutých a špeciálnopedagogickej pedeutológie. Bratislava: Sapientia, 2005. s. 302 – 323. ISBN 80-969112-9-5.
VANČOVÁ, A. 2015. Behaviorálne prístupy a ich využitie v intervenčnom riešení nevhodného správania detí s autizmom. In: Paedagogica specialis 29. Bratislava: Univerzita Komenského v Bratislave, 2015. s. 330 – 353. ISBN 978-80-223-4010-6.
VANČOVÁ, A. 2017. Vzdelávanie žiakov s poruchou autistického spektra bez mentálnej retardácie – príklady dobrej praxe. In: Paedagogica specialis: 31. Bratislava: Univerzita Komenského, 2017. s. 9 – 33. ISBN 978-80-223-4438-8.
VANČOVÁ, A., HLINOVÁ, D., BÁLINTOVÁ, V. 2013. Osobitosti špeciálnopedagogickej intervencie a edukácie dieťaťa s autizmom predškolského veku v špeciálnej materskej škole. In: Výchovná a komplexná rehabilitácia postihnutých v ponímaní špeciálnej pedagogiky. Bratislava: Iris, 2013. s. 395 – 412. ISBN 978-80-89256-93-8.
The course will be completed by examination, the weighting of the interim and final assessment is 50/50. The course will be completed by a written test, supplemented by a defense of the semester thesis of the knowledge acquired throughout the semester. At least 91 points are required for a grade of A, 81 points for a grade of B, 71 points for a grade of C, 61 points for a grade of D, and 51 points for a grade of E. Credit will not be awarded to a student who scores less than 50 points on the written examination. Assessment further consists of continuous verbal evaluation and individual and group feedback during the semester.
The assessment is awarded on a scale:
A (100 - 91%, excellent - outstanding),
B (90 - 81%, very good - above average standard),
C (80 - 71%, good - normal reliable work),
D (70 - 61 %, satisfactory - acceptable results),
E (60 - 51%, satisfactory - results meet the minimum criteria),
Fx (50 - 0%, insufficient - extra work required).
A - excellent performance, the student knows and is proficient in the knowledge of the pedagogy of individuals with autism spectrum disorders. The student understands the knowledge, can create, critically evaluate, and apply knowledge from the field to practice; B - excellent performance, the student knows/controls the knowledge of pedagogy for individuals with autism spectrum disorders, but critical thinking is borderline. C - good performance, the student knows/learned the knowledge in the area of pedagogy of individuals with autism spectrum disorders, understands it, but cannot apply it to practice; D - satisfactory performance, the student knows/learned the basic knowledge in the area of pedagogy of individuals with autism spectrum disorders, but lacks the understanding and competence to apply the knowledge to practice; E - satisfactory performance, the student has acquired elementary knowledge of pedagogy for individuals with autism spectrum disorders, but not sufficient for competence to apply it in practice; Fx - insufficient performance, the student has not acquired/does not have mastery of knowledge of pedagogy for individuals with autism spectrum disorders.
Slovak language, Czech language and English language
Defining the basic concepts of pedagogy for individuals with autism spectrum disorders. Classification and description of autism spectrum disorders. Specific and non-specific manifestations of autism spectrum disorders. Prevalence of comorbidities with autism spectrum disorders. Specifics of communication and its forms in individuals with autism spectrum disorders. Development of individuals with autism spectrum disorders and its specifics. Diagnosis of autism spectrum disorders. Basics of care and education of individuals with autism spectrum disorders. The family with a child with autism spectrum disorders. The individual topics contribute to students of special education by acquiring theoretical knowledge and practical skills that they can apply in practice as educators, teaching assistants, special education teachers and counselors. Students become proficient in methods, methodologies, techniques, and approaches for individuals with autism spectrum disorders.
50/50
Students will gain appropriate theoretical knowledge of the pedagogy of individuals with autism spectrum disorders. Students will become familiar with and learn the specifics of individuals with autism spectrum disorders with respect to the type, form of the disorder, and age of the individuals. Students will gain a basic understanding of the specifics of educating individuals with autism spectrum disorders in educational settings of various types. The following transferable competences are also developed in the course: communication skills, critical thinking skills, contextual reasoning, motivation, learning skills, digital skills, analytical skills, metacognitive skills and interpersonal skills.
Type, scope and methods of educational activities:
2 hours lecture/week, total 22 hours per semester, combined method.
Student workload:
11x2 hours of direct teaching = 22 hours; 10 hours preparation of seminar work; 28 hours preparation for examination. Total 60 hours of student work.
Learning methods:
Linking teaching with practice; interview; discussion of the topic covered; small group work; teaching of the subject by practitioners; interpretation of the material; explanation; quizzes; presentation of scientific and professional knowledge through verbal, verbal-visual and multimedia means of presentation; project methods; guided brainstorming; analytical-synthetic and comparative methods.
Compulsory/Recommended readings:
ADAMUS, P., VANČOVÁ, A. a LÖFFLEROVÁ, M. 2017. Poruchy autistického spektra v kontextu aktuálních interdisciplinárních poznatků. Ostrava: Pedagogická fakulta Ostravské univerzity, 2017. ISBN 978-80-7464-957-8.
THOROVÁ, K. 2016. Poruchy autistického spektra. 1. vyd. Praha: Portál, 2016. 493 s. ISBN 978-80-262-0768-9.
Recommended readings:
ADAMUS, P. 2014. Edukace žáků s poruchou autistického spektra v kontextu rozvoje klíčových kompetencí. 1. vyd. Ostrava: Ostravská univerzita, Pedagogická fakulta, 2014. ISBN 978-80-7464-661-4.
ČADILOVÁ, V., ŽAMPACHOVÁ, Z. 2008. Strukturované učení: Vzdělávání dětí s autismem a jinými vývojovými poruchami. Praha: Portál, 2008. ISBN 978-80-7367-475-5.
ČADILOVÁ, V., ŽAMPACHOVÁ, Z. a kol. 2012. Metodika práce se žákem s poruchami autistického spektra. 1. vyd. Olomouc: Univerzita Palackého, 2012. ISBN 978-80- 244-3309-7.
DRUŽKOVSKÁ, L., TRELLOVÁ, I. a VANČOVÁ, A. 2020. Hodnotenie preferencií v edukačnom procese detí s poruchami autistického spektra. In: Paedagogica specialis 34. Bratislava: Iris, 2020. s. 356 – 369. ISBN 978-80-223-5049-5.
HRDLIČKA, M., KOMÁREK, V. 2004. Dětský autismus. Praha: Portál, 2004. ISBN 80-7178-813-9.
VANČOVÁ, A. 2005. Vývoj edukačných a podporných služieb pre žiakov s autizmom na Slovensku v období rokov 1990 až 2005. In: Aktuálne otázky teórie a praxe špeciálnej pedagogiky: Aktuálne otázky výchovnej rehabilitácie postihnutých a špeciálnopedagogickej pedeutológie. Bratislava: Sapientia, 2005. s. 302 – 323. ISBN 80-969112-9-5.
VANČOVÁ, A. 2015. Behaviorálne prístupy a ich využitie v intervenčnom riešení nevhodného správania detí s autizmom. In: Paedagogica specialis 29. Bratislava: Univerzita Komenského v Bratislave, 2015. s. 330 – 353. ISBN 978-80-223-4010-6.
VANČOVÁ, A. 2017. Vzdelávanie žiakov s poruchou autistického spektra bez mentálnej retardácie – príklady dobrej praxe. In: Paedagogica specialis: 31. Bratislava: Univerzita Komenského, 2017. s. 9 – 33. ISBN 978-80-223-4438-8.
VANČOVÁ, A., HLINOVÁ, D., BÁLINTOVÁ, V. 2013. Osobitosti špeciálnopedagogickej intervencie a edukácie dieťaťa s autizmom predškolského veku v špeciálnej materskej škole. In: Výchovná a komplexná rehabilitácia postihnutých v ponímaní špeciálnej pedagogiky. Bratislava: Iris, 2013. s. 395 – 412. ISBN 978-80-89256-93-8.
The course will be completed by examination, the weighting of the interim and final assessment is 50/50. The course will be completed by a written test, supplemented by a defense of the semester thesis of the knowledge acquired throughout the semester. At least 91 points are required for a grade of A, 81 points for a grade of B, 71 points for a grade of C, 61 points for a grade of D, and 51 points for a grade of E. Credit will not be awarded to a student who scores less than 50 points on the written examination. Assessment further consists of continuous verbal evaluation and individual and group feedback during the semester.
The assessment is awarded on a scale:
A (100 - 91%, excellent - outstanding),
B (90 - 81%, very good - above average standard),
C (80 - 71%, good - normal reliable work),
D (70 - 61 %, satisfactory - acceptable results),
E (60 - 51%, satisfactory - results meet the minimum criteria),
Fx (50 - 0%, insufficient - extra work required).
A - excellent performance, the student knows and is proficient in the knowledge of the pedagogy of individuals with autism spectrum disorders. The student understands the knowledge, can create, critically evaluate, and apply knowledge from the field to practice; B - excellent performance, the student knows/controls the knowledge of pedagogy for individuals with autism spectrum disorders, but critical thinking is borderline. C - good performance, the student knows/learned the knowledge in the area of pedagogy of individuals with autism spectrum disorders, understands it, but cannot apply it to practice; D - satisfactory performance, the student knows/learned the basic knowledge in the area of pedagogy of individuals with autism spectrum disorders, but lacks the understanding and competence to apply the knowledge to practice; E - satisfactory performance, the student has acquired elementary knowledge of pedagogy for individuals with autism spectrum disorders, but not sufficient for competence to apply it in practice; Fx - insufficient performance, the student has not acquired/does not have mastery of knowledge of pedagogy for individuals with autism spectrum disorders.
Slovak language, Czech language and English language
Defining the basic concepts of pedagogy for individuals with autism spectrum disorders. Classification and description of autism spectrum disorders. Specific and non-specific manifestations of autism spectrum disorders. Prevalence of comorbidities with autism spectrum disorders. Specifics of communication and its forms in individuals with autism spectrum disorders. Development of individuals with autism spectrum disorders and its specifics. Diagnosis of autism spectrum disorders. Basics of care and education of individuals with autism spectrum disorders. The family with a child with autism spectrum disorders. The individual topics contribute to students of special education by acquiring theoretical knowledge and practical skills that they can apply in practice as educators, teaching assistants, special education teachers and counselors. Students become proficient in methods, methodologies, techniques, and approaches for individuals with autism spectrum disorders.
50/50
Students will gain appropriate theoretical knowledge of the pedagogy of individuals with autism spectrum disorders. Students will become familiar with and learn the specifics of individuals with autism spectrum disorders with respect to the type, form of the disorder, and age of the individuals. Students will gain a basic understanding of the specifics of educating individuals with autism spectrum disorders in educational settings of various types. The following transferable competences are also developed in the course: communication skills, critical thinking skills, contextual reasoning, motivation, learning skills, digital skills, analytical skills, metacognitive skills and interpersonal skills.
Type, scope and methods of educational activities:
2 hours lecture/week, total 22 hours per semester, combined method.
Student workload:
11x2 hours of direct teaching = 22 hours; 10 hours preparation of seminar work; 28 hours preparation for examination. Total 60 hours of student work.
Learning methods:
Linking teaching with practice; interview; discussion of the topic covered; small group work; teaching of the subject by practitioners; interpretation of the material; explanation; quizzes; presentation of scientific and professional knowledge through verbal, verbal-visual and multimedia means of presentation; project methods; guided brainstorming; analytical-synthetic and comparative methods.
Compulsory/Recommended readings:
ADAMUS, P., VANČOVÁ, A. a LÖFFLEROVÁ, M. 2017. Poruchy autistického spektra v kontextu aktuálních interdisciplinárních poznatků. Ostrava: Pedagogická fakulta Ostravské univerzity, 2017. ISBN 978-80-7464-957-8.
ČADILOVÁ, V., ŽAMPACHOVÁ, Z. 2008. Strukturované učení: Vzdělávání dětí s autismem a jinými vývojovými poruchami. Praha: Portál, 2008. ISBN 978-80-7367-475-5.
THOROVÁ, K. 2016. Poruchy autistického spektra. 1. vyd. Praha: Portál, 2016. 493 s. ISBN 978-80-262-0768-9.
Recommended readings:
ADAMUS, P. 2014. Edukace žáků s poruchou autistického spektra v kontextu rozvoje klíčových kompetencí. 1. vyd. Ostrava: Ostravská univerzita, Pedagogická fakulta, 2014. ISBN 978-80-7464-661-4.
• COOPER, J. O., HERON, T. E. and HEWARD, W. L. Applied Behavior Analysis (3rd Edition). Hoboken, NJ: Pearson Education, 2019. ISBN 978-0-13-475255-6.
ČADILOVÁ, V., ŽAMPACHOVÁ, Z. a kol. 2012. Metodika práce se žákem s poruchami autistického spektra. 1. vyd. Olomouc: Univerzita Palackého, 2012. ISBN 978-80- 244-3309-7.
DRUŽKOVSKÁ, L., TRELLOVÁ, I. a VANČOVÁ, A. 2020. Hodnotenie preferencií v edukačnom procese detí s poruchami autistického spektra. In: Paedagogica specialis 34. Bratislava: Iris, 2020. s. 356 – 369. ISBN 978-80-223-5049-5.
HRDLIČKA, M., KOMÁREK, V. 2004. Dětský autismus. Praha: Portál, 2004. ISBN 80-7178-813-9.
TRELLOVÁ, I. a HLEBOVÁ, B. 2020. Edukačná podpora pri komunikačnej kompetencii detí s poruchou autistického spektra. In: Špeciálnopedagogické vedecké a praxeologické problémy v kontexte transformačných procesov. Prešov: Vydavateľstvo Prešovskej univerzity v Prešove. 2020. s. 251 – 263. ISBN 978-555-2591-4.
VANČOVÁ, A. 2005. Vývoj edukačných a podporných služieb pre žiakov s autizmom na Slovensku v období rokov 1990 až 2005. In: Aktuálne otázky teórie a praxe špeciálnej pedagogiky: Aktuálne otázky výchovnej rehabilitácie postihnutých a špeciálnopedagogickej pedeutológie. Bratislava: Sapientia, 2005. s. 302 – 323. ISBN 80-969112-9-5.
VANČOVÁ, A. 2010. Individuálny výchovno-vzdelávací program ako významný prostriedok napomáhajúci integrovanému vzdelávaniu žiakov so zdravotným znevýhodnením. In: Základy integratívnej (inkluzívnej) špeciálnej pedagogiky. Bratislava: Iris, 2010. s. 127 – 152. ISBN 978-80-89238-37-8.
VANČOVÁ, A. 2015. Behaviorálne prístupy a ich využitie v intervenčnom riešení nevhodného správania detí s autizmom. In: Paedagogica specialis 29. Bratislava: Univerzita Komenského v Bratislave, 2015. s. 330 – 353. ISBN 978-80-223-4010-6.
VANČOVÁ, A. 2017. Vzdelávanie žiakov s poruchou autistického spektra bez mentálnej retardácie – príklady dobrej praxe. In: Paedagogica specialis: 31. Bratislava: Univerzita Komenského, 2017. s. 9 – 33. ISBN 978-80-223-4438-8.
VANČOVÁ, A., HLINOVÁ, D., BÁLINTOVÁ, V. 2013. Osobitosti špeciálnopedagogickej intervencie a edukácie dieťaťa s autizmom predškolského veku v špeciálnej materskej škole. In: Výchovná a komplexná rehabilitácia postihnutých v ponímaní špeciálnej pedagogiky. Bratislava: Iris, 2013. s. 395 – 412. ISBN 978-80-89256-93-8.
Štátne vzdelávacie programy pre deti a žiakov s autizmom alebo ďalšími pervazívnymi vývinovými poruchami.
Platné zákony a vyhlášky týkajúce sa edukácie detí a žiakov s autizmom a zdravotným znevýhodnením.
The course will be completed by examination, the weighting of the interim and final assessment is 50/50. The course will be completed by a written test, supplemented by a defense of the semester thesis of the knowledge acquired throughout the semester. At least 91 points are required for a grade of A, 81 points for a grade of B, 71 points for a grade of C, 61 points for a grade of D, and 51 points for a grade of E. Credit will not be awarded to a student who scores less than 50 points on the written examination. Assessment further consists of continuous verbal evaluation and individual and group feedback during the semester.
The assessment is awarded on a scale:
A (100 - 91%, excellent - outstanding),
B (90 - 81%, very good - above average standard),
C (80 - 71%, good - normal reliable work),
D (70 - 61 %, satisfactory - acceptable results),
E (60 - 51%, satisfactory - results meet the minimum criteria),
Fx (50 - 0%, insufficient - extra work required).
A - excellent performance, the student knows and masters the knowledge in the field of education of individuals with autism spectrum disorders with respect to the specifics resulting from the disorders. The student understands the knowledge, can create, critically evaluate, and apply knowledge from the field to practice; B - excellent performance, the student knows/controls the knowledge in the area of educating individuals with autism spectrum disorders, but critical thinking is borderline. Can apply knowledge; C - good performance, student knows/learned knowledge of educating individuals with autism spectrum disorders, understands it, but cannot apply it to practice; D - satisfactory performance, student knows/learned basic knowledge of educating individuals with autism spectrum disorders, but lacks understanding and ability to apply knowledge to practice; E - satisfactory performance, the student has mastered elementary knowledge of educating individuals with autism spectrum disorders, but not sufficient for competency to apply it to practice; Fx - insufficient performance, the student has not mastered/does not have mastery of knowledge of educating individuals with autism spectrum disorders.
Slovak language, Czech language and English language
Definition of basic concepts in the field of pedagogy for individuals with autism spectrum disorders. History of the education of individuals with autism spectrum disorders. Education of individuals with autism spectrum disorders at different levels of education. Educating individuals with autism spectrum disorders in inclusive education. Education of individuals with autism spectrum disorders in schools for pupils with autism and in other schools for pupils with disabilities. Educational programmes for pupils with autism or other pervasive developmental disorders. Individual education programme and its design for individuals with autism spectrum disorders. Specifics of communication and its development in individuals with autism spectrum disorders. The specifics of social interaction and the development of social skills in individuals with autism spectrum disorders. Specifics in the areas of interests, play, imagination and the possibilities of developing them. TEACCH program, structured learning, behavioral approaches - traditional ABA approach, verbal behavior approach and other interventions used with individuals with autism spectrum disorders. Motivating and reinforcing desirable behaviors in individuals with autism spectrum disorders. Eliminating problem, undesirable behaviors in individuals with autism spectrum disorders. Individual topics contribute to special education students' acquisition of theoretical knowledge and practical skills that they can apply to practice as educators, educational assistants, special education teachers, and guidance counselors. Students become proficient in methods, methodologies, techniques, and approaches for individuals with autism spectrum disorders.
50/50
Students will gain appropriate theoretical knowledge in the area of educating individuals with autism spectrum disorders. Students will become familiar with and learn the specifics of individuals with autism spectrum disorders with respect to the type, form of the disorder, and age of the individuals. Students will gain knowledge of the specifics of educating individuals with autism spectrum disorders in educational settings of various types. Students will become familiar with intervention approaches used with individuals with autism spectrum disorders. Students will develop theoretical knowledge of educating individuals with autism spectrum disorders that they will learn to apply to practice. The course also develops the following transferable competencies: communication skills, critical thinking skills, contextual reasoning, motivation, learning skills, digital skills, analytical skills, metacognitive skills and interpersonal skills.
Type, scope and methods of educational activities:
2 hours lecture/week, total 22 hours per semester, combined method.
Student workload:
11x2 hours of direct teaching = 22 hours; 10 hours preparation of seminar work; 28 hours preparation for examination. Total 60 hours of student work.
Learning methods:
Linking teaching with practice; interview; discussion of the topic covered; small group work; teaching of the subject by practitioners; interpretation of the material; explanation; quizzes; presentation of scientific and professional knowledge through verbal, verbal-visual and multimedia means of presentation; project methods; guided brainstorming; analytical-synthetic and comparative methods.
Compulsory/Recommended readings:
ADAMUS, P., VANČOVÁ, A. a LÖFFLEROVÁ, M. 2017. Poruchy autistického spektra v kontextu aktuálních interdisciplinárních poznatků. Ostrava: Pedagogická fakulta Ostravské univerzity, 2017. ISBN 978-80-7464-957-8.
ČADILOVÁ, V., ŽAMPACHOVÁ, Z. 2008. Strukturované učení: Vzdělávání dětí s autismem a jinými vývojovými poruchami. Praha: Portál, 2008. ISBN 978-80-7367-475-5.
THOROVÁ, K. 2016. Poruchy autistického spektra. 1. vyd. Praha: Portál, 2016. 493 s. ISBN 978-80-262-0768-9.
Recommended readings:
ADAMUS, P. 2014. Edukace žáků s poruchou autistického spektra v kontextu rozvoje klíčových kompetencí. 1. vyd. Ostrava: Ostravská univerzita, Pedagogická fakulta, 2014. ISBN 978-80-7464-661-4.
• COOPER, J. O., HERON, T. E. and HEWARD, W. L. Applied Behavior Analysis (3rd Edition). Hoboken, NJ: Pearson Education, 2019. ISBN 978-0-13-475255-6.
ČADILOVÁ, V., ŽAMPACHOVÁ, Z. a kol. 2012. Metodika práce se žákem s poruchami autistického spektra. 1. vyd. Olomouc: Univerzita Palackého, 2012. ISBN 978-80- 244-3309-7.
DRUŽKOVSKÁ, L., TRELLOVÁ, I. a VANČOVÁ, A. 2020. Hodnotenie preferencií v edukačnom procese detí s poruchami autistického spektra. In: Paedagogica specialis 34. Bratislava: Iris, 2020. s. 356 – 369. ISBN 978-80-223-5049-5.
HRDLIČKA, M., KOMÁREK, V. 2004. Dětský autismus. Praha: Portál, 2004. ISBN 80-7178-813-9.
TRELLOVÁ, I. a HLEBOVÁ, B. 2020. Edukačná podpora pri komunikačnej kompetencii detí s poruchou autistického spektra. In: Špeciálnopedagogické vedecké a praxeologické problémy v kontexte transformačných procesov. Prešov: Vydavateľstvo Prešovskej univerzity v Prešove. 2020. s. 251 – 263. ISBN 978-555-2591-4.
VANČOVÁ, A. 2005. Vývoj edukačných a podporných služieb pre žiakov s autizmom na Slovensku v období rokov 1990 až 2005. In: Aktuálne otázky teórie a praxe špeciálnej pedagogiky: Aktuálne otázky výchovnej rehabilitácie postihnutých a špeciálnopedagogickej pedeutológie. Bratislava: Sapientia, 2005. s. 302 – 323. ISBN 80-969112-9-5.
VANČOVÁ, A. 2010. Individuálny výchovno-vzdelávací program ako významný prostriedok napomáhajúci integrovanému vzdelávaniu žiakov so zdravotným znevýhodnením. In: Základy integratívnej (inkluzívnej) špeciálnej pedagogiky. Bratislava: Iris, 2010. s. 127 – 152. ISBN 978-80-89238-37-8.
VANČOVÁ, A. 2015. Behaviorálne prístupy a ich využitie v intervenčnom riešení nevhodného správania detí s autizmom. In: Paedagogica specialis 29. Bratislava: Univerzita Komenského v Bratislave, 2015. s. 330 – 353. ISBN 978-80-223-4010-6.
VANČOVÁ, A. 2017. Vzdelávanie žiakov s poruchou autistického spektra bez mentálnej retardácie – príklady dobrej praxe. In: Paedagogica specialis: 31. Bratislava: Univerzita Komenského, 2017. s. 9 – 33. ISBN 978-80-223-4438-8.
VANČOVÁ, A., HLINOVÁ, D., BÁLINTOVÁ, V. 2013. Osobitosti špeciálnopedagogickej intervencie a edukácie dieťaťa s autizmom predškolského veku v špeciálnej materskej škole. In: Výchovná a komplexná rehabilitácia postihnutých v ponímaní špeciálnej pedagogiky. Bratislava: Iris, 2013. s. 395 – 412. ISBN 978-80-89256-93-8.
Štátne vzdelávacie programy pre deti a žiakov s autizmom alebo ďalšími pervazívnymi vývinovými poruchami.
Platné zákony a vyhlášky týkajúce sa edukácie detí a žiakov s autizmom a zdravotným znevýhodnením.
The course will be completed by examination, the weighting of the interim and final assessment is 50/50. The course will be completed by a written test, supplemented by a defense of the semester thesis of the knowledge acquired throughout the semester. At least 91 points are required for a grade of A, 81 points for a grade of B, 71 points for a grade of C, 61 points for a grade of D, and 51 points for a grade of E. Credit will not be awarded to a student who scores less than 50 points on the written examination. Assessment further consists of continuous verbal evaluation and individual and group feedback during the semester.
The assessment is awarded on a scale:
A (100 - 91%, excellent - outstanding),
B (90 - 81%, very good - above average standard),
C (80 - 71%, good - normal reliable work),
D (70 - 61 %, satisfactory - acceptable results),
E (60 - 51%, satisfactory - results meet the minimum criteria),
Fx (50 - 0%, insufficient - extra work required).
A - excellent performance, the student knows and masters the knowledge in the field of education of individuals with autism spectrum disorders with respect to the specifics resulting from the disorders. The student understands the knowledge, can create, critically evaluate, and apply knowledge from the field to practice; B - excellent performance, the student knows/controls the knowledge in the area of educating individuals with autism spectrum disorders, but critical thinking is borderline. Can apply knowledge; C - good performance, student knows/learned knowledge of educating individuals with autism spectrum disorders, understands it, but cannot apply it to practice; D - satisfactory performance, student knows/learned basic knowledge of educating individuals with autism spectrum disorders, but lacks understanding and ability to apply knowledge to practice; E - satisfactory performance, the student has mastered elementary knowledge of educating individuals with autism spectrum disorders, but not sufficient for competency to apply it to practice; Fx - insufficient performance, the student has not mastered/does not have mastery of knowledge of educating individuals with autism spectrum disorders.
Slovak language, Czech language and English language
Definition of basic concepts in the field of pedagogy for individuals with autism spectrum disorders. History of the education of individuals with autism spectrum disorders. Education of individuals with autism spectrum disorders at different levels of education. Educating individuals with autism spectrum disorders in inclusive education. Education of individuals with autism spectrum disorders in schools for pupils with autism and in other schools for pupils with disabilities. Educational programmes for pupils with autism or other pervasive developmental disorders. Individual education programme and its design for individuals with autism spectrum disorders. Specifics of communication and its development in individuals with autism spectrum disorders. The specifics of social interaction and the development of social skills in individuals with autism spectrum disorders. Specifics in the areas of interests, play, imagination and the possibilities of developing them. TEACCH program, structured learning, behavioral approaches - traditional ABA approach, verbal behavior approach and other interventions used with individuals with autism spectrum disorders. Motivating and reinforcing desirable behaviors in individuals with autism spectrum disorders. Eliminating problem, undesirable behaviors in individuals with autism spectrum disorders. Individual topics contribute to special education students' acquisition of theoretical knowledge and practical skills that they can apply to practice as educators, educational assistants, special education teachers, and guidance counselors. Students become proficient in methods, methodologies, techniques, and approaches for individuals with autism spectrum disorders.
50/50
Students will gain appropriate theoretical knowledge in the area of educating individuals with autism spectrum disorders. Students will become familiar with and learn the specifics of individuals with autism spectrum disorders with respect to the type, form of the disorder, and age of the individuals. Students will gain knowledge of the specifics of educating individuals with autism spectrum disorders in educational settings of various types. Students will become familiar with intervention approaches used with individuals with autism spectrum disorders. Students will develop theoretical knowledge of educating individuals with autism spectrum disorders that they will learn to apply to practice. The course also develops the following transferable competencies: communication skills, critical thinking skills, contextual reasoning, motivation, learning skills, digital skills, analytical skills, metacognitive skills and interpersonal skills.
Type, scope and methods of educational activities: 2S
2 hours seminar/week, total 22 hours per semester, combined method.
Student workload:
11x2 hours of direct teaching = 22 hours; 10 hours preparation of the seminar paper; 28 hours preparation for the exam. Total 60 hours of student work.
Learning methods:
Linking teaching with practice; discussion of the topic covered; small group work; teaching of the subject by practitioners; interpretation of the material; explanation; work with text; quiz; presentation of scientific and professional knowledge through verbal, verbal-visual and multimedia presentation means; project methods; guided brainstorming; analytical-synthetic and comparative methods.
Compulsory/Recommended readings:
ADAMUS, P., VANČOVÁ, A. a LÖFFLEROVÁ, M. 2017. Poruchy autistického spektra v kontextu aktuálních interdisciplinárních poznatků. Ostrava: Pedagogická fakulta Ostravské univerzity, 2017. ISBN 978-80-7464-957-8.
ČADILOVÁ, V., ŽAMPACHOVÁ, Z. 2008. Strukturované učení: Vzdělávání dětí s autismem a jinými vývojovými poruchami. Praha: Portál, 2008. ISBN 978-80-7367-475-5.
Recommended readings:
BARBERA, M. L. a RASMUSSEN, T. 2018. Rozvoj verbálního chování. Brno: Masarykova univerzita, 2018. ISBN: 978-80-210-9212-9.
BIŠČO KASTELOVÁ, A. a ŠVÍKOVÁ, K. 2020. Korekcia správania detí s poruchou autistického spektra pomocou behaviorálnych techník. In: Špeciálnopedagogické vedecké a praxeologické problémy v kontexte transformačných procesov. Prešov: Vydavateľstvo Prešovskej univerzity v Prešove. 2020. s. 299 – 320. ISBN 978-555-2591-4.
• COOPER, J. O., HERON, T. E. and HEWARD, W. L. Applied Behavior Analysis (3rd Edition). Hoboken, NJ: Pearson Education, 2019. ISBN 978-0-13-475255-6.
DRUŽKOVSKÁ, L., TRELLOVÁ, I. a VANČOVÁ, A. 2020. Hodnotenie preferencií v edukačnom procese detí s poruchami autistického spektra. In: Paedagogica specialis 34. Bratislava: Iris, 2020. s. 356 – 369. ISBN 978-80-223-5049-5.
HREBEŇÁROVÁ, L., TRELLOVÁ, I. 2016. ABA – ako na prax orientované štúdium – možnosti a limity jeho implementácie na Slovensku. In: Reflexie vývoja a trendy rozvoja špeciálnej pedagogiky na Slovensku v medzinárodnom kontextu. Bratislava: Iris, 2016. s. 249 – 259.
THOROVÁ, K. 2016. Poruchy autistického spektra. 1. vyd. Praha: Portál, 2016. 493 s. ISBN 978-80-262-0768-9.
VANČOVÁ, A. 2015. Behaviorálne prístupy a ich využitie v intervenčnom riešení nevhodného správania detí s autizmom. In: Paedagogica specialis 29. Bratislava: Univerzita Komenského v Bratislave, 2015. s. 330 – 353. ISBN 978-80-223-4010-6.
VANČOVÁ, A. a ČAČOVÁ, S. 2008. Možnosti aplikácie stimulačných metód vrátane Snoezelenu u detí s ťažkým viacnásobným postihnutím v procese výchovnej a komplexnej rehabilitácie. In: Komplexná rehabilitácia viacnásobne postihnutých: niektoré nové metodiky a programy. Bratislava: Mabag, 2008. s. 160 – 184. ISBN 978-80-89113-43-9.
VANČOVÁ, A., HLINOVÁ, D., BÁLINTOVÁ, V. 2013. Osobitosti špeciálnopedagogickej intervencie a edukácie dieťaťa s autizmom predškolského veku v špeciálnej materskej škole. In: Výchovná a komplexná rehabilitácia postihnutých v ponímaní špeciálnej pedagogiky. Bratislava: Iris, 2013. s. 395 – 412. ISBN 978-80-89256-93-8.
The course will be completed by examination, the weight of the interim and final assessment is 50/50. The course will be completed by a written test of the knowledge acquired throughout the semester with a score of 70 points, supplemented by a defense of the term paper with a score of 30 points. A minimum of 91 points is required for an A grade, a minimum of 81 points for a B grade, a minimum of 71 points for a C grade, a minimum of 61 points for a D grade, and a minimum of 51 points for an E grade. Credit will not be awarded to a student who scores less than 50 points in the written examination. Assessment further consists of continuous verbal evaluation and individual and group feedback during the semester.
The assessment is awarded on a scale:
A (100 - 91%, excellent - outstanding),
B (90 - 81%, very good - above average standard),
C (80 - 71%, good - normal reliable work),
D (70 - 61 %, satisfactory - acceptable results),
E (60 - 51%, satisfactory - results meet the minimum criteria),
Fx (50 - 0%, insufficient - additional work required).
A - excellent performance, the student knows and masters the knowledge in the field of pedagogy of individuals with autism spectrum disorders, special education interventions designed for individuals with autism spectrum disorders with regard to the specifics resulting from the individual disorders. The student understands the knowledge, can create, critically evaluate and apply knowledge from the field to practice; B - excellent performance, the student knows/controls knowledge in the field of special education interventions designed for individuals with autism spectrum disorders, but critical thinking is borderline. The student can apply the knowledge; C - good performance, the student does know/learn the knowledge in the area of special education interventions for individuals with autism spectrum disorders, understands it, but is unable to apply it to practice; D - satisfactory performance, the student knows/learns the basic knowledge in the area of special education interventions for individuals with autism spectrum disorders, but lacks the understanding and competence to apply the knowledge to practice; E - adequate performance, student has acquired elementary knowledge of special education interventions for individuals with autism spectrum disorders, but not sufficient for competency to apply it in practice; Fx - inadequate performance, student has not acquired/does not have mastery of knowledge of special education interventions for individuals with autism spectrum disorders.
Slovak language, Czech language and English language
Definition of basic concepts in the field of pedagogy for individuals with autism spectrum disorders. Specifics of educational rehabilitation for individuals with autism spectrum disorders. Diagnostic intervention for individuals with autism spectrum disorders. Counseling intervention for individuals with autism spectrum disorders. Special education intervention for individuals with autism spectrum disorders. Special education stimulation for individuals with autism spectrum disorders. Special educational compensation for individuals with autism spectrum disorders. Special education re-education of individuals with autism spectrum disorders. Selected special therapeutic approaches. Early intervention for individuals with autism spectrum disorders. TEACCH program, structured learning and behavioral approaches in the education of individuals with autism spectrum disorders. The use of ICT with individuals with autism spectrum disorders. The use of Social Stories with individuals with Autism Spectrum Disorders. Alternative and augmentative communication for individuals with autism spectrum disorders. Motivation and reinforcement of desirable behaviors in individuals with autism spectrum disorders. Eliminating problem, undesirable behaviors in individuals with autism spectrum disorders. Family and intact siblings of children with autism spectrum disorders. Individual topics contribute to special education students acquiring theoretical knowledge and practical skills that they can apply to practice as educators, educational assistants, special education teachers, and guidance counselors. Students become proficient in methods, methodologies, techniques, and approaches for individuals with autism spectrum disorders.
50/50
The student will acquire adequate theoretical knowledge in the field of special education interventions designed for individuals with autism spectrum disorders, specifically in the area of counselling and diagnostic intervention and individual special education processes, which are correction, stimulation, compensation and re-education. The student will become familiar with and learn the specifics of individuals with autism spectrum disorders with respect to the type, form of disorder, and age of the individuals. The student will develop a theoretical understanding of interventions for individuals with autism spectrum disorders that will be applied to practice. The course also develops the following transferable competencies: communication skills, digital skills, critical thinking, contextual reasoning, motivation and the ability to learn.
Type, scope and methods of educational activities: 2S
2 hours seminar/week, total 22 hours per semester, combined method.
Student workload:
11x2 hours of direct teaching = 22 hours; 10 hours preparation of the seminar paper; 28 hours preparation for the exam. Total 60 hours of student work.
Learning methods:
Linking teaching with practice; discussion of the topic covered; small group work; teaching of the subject by practitioners; interpretation of the material; explanation; work with text; quiz; presentation of scientific and professional knowledge through verbal, verbal-visual and multimedia presentation means; project methods; guided brainstorming; analytical-synthetic and comparative methods.
Compulsory/Recommended readings:
ADAMUS, P., VANČOVÁ, A. a LÖFFLEROVÁ, M. 2017. Poruchy autistického spektra v kontextu aktuálních interdisciplinárních poznatků. Ostrava: Pedagogická fakulta Ostravské univerzity, 2017. ISBN 978-80-7464-957-8.
ČADILOVÁ, V., ŽAMPACHOVÁ, Z. 2008. Strukturované učení: Vzdělávání dětí s autismem a jinými vývojovými poruchami. Praha: Portál, 2008. ISBN 978-80-7367-475-5.
Recommended readings:
BARBERA, M. L. a RASMUSSEN, T. 2018. Rozvoj verbálního chování. Brno: Masarykova univerzita, 2018. ISBN: 978-80-210-9212-9.
BIŠČO KASTELOVÁ, A. a ŠVÍKOVÁ, K. 2020. Korekcia správania detí s poruchou autistického spektra pomocou behaviorálnych techník. In: Špeciálnopedagogické vedecké a praxeologické problémy v kontexte transformačných procesov. Prešov: Vydavateľstvo Prešovskej univerzity v Prešove. 2020. s. 299 – 320. ISBN 978-555-2591-4.
• COOPER, J. O., HERON, T. E. and HEWARD, W. L. Applied Behavior Analysis (3rd Edition). Hoboken, NJ: Pearson Education, 2019. ISBN 978-0-13-475255-6.
DRUŽKOVSKÁ, L., TRELLOVÁ, I. a VANČOVÁ, A. 2020. Hodnotenie preferencií v edukačnom procese detí s poruchami autistického spektra. In: Paedagogica specialis 34. Bratislava: Iris, 2020. s. 356 – 369. ISBN 978-80-223-5049-5.
HREBEŇÁROVÁ, L., TRELLOVÁ, I. 2016. ABA – ako na prax orientované štúdium – možnosti a limity jeho implementácie na Slovensku. In: Reflexie vývoja a trendy rozvoja špeciálnej pedagogiky na Slovensku v medzinárodnom kontextu. Bratislava: Iris, 2016. s. 249 – 259.
THOROVÁ, K. 2016. Poruchy autistického spektra. 1. vyd. Praha: Portál, 2016. 493 s. ISBN 978-80-262-0768-9.
VANČOVÁ, A. 2015. Behaviorálne prístupy a ich využitie v intervenčnom riešení nevhodného správania detí s autizmom. In: Paedagogica specialis 29. Bratislava: Univerzita Komenského v Bratislave, 2015. s. 330 – 353. ISBN 978-80-223-4010-6.
VANČOVÁ, A. a ČAČOVÁ, S. 2008. Možnosti aplikácie stimulačných metód vrátane Snoezelenu u detí s ťažkým viacnásobným postihnutím v procese výchovnej a komplexnej rehabilitácie. In: Komplexná rehabilitácia viacnásobne postihnutých: niektoré nové metodiky a programy. Bratislava: Mabag, 2008. s. 160 – 184. ISBN 978-80-89113-43-9.
VANČOVÁ, A., HLINOVÁ, D., BÁLINTOVÁ, V. 2013. Osobitosti špeciálnopedagogickej intervencie a edukácie dieťaťa s autizmom predškolského veku v špeciálnej materskej škole. In: Výchovná a komplexná rehabilitácia postihnutých v ponímaní špeciálnej pedagogiky. Bratislava: Iris, 2013. s. 395 – 412. ISBN 978-80-89256-93-8.
The course will be completed by examination, the weight of the interim and final assessment is 50/50. The course will be completed by a written test of the knowledge acquired throughout the semester with a score of 70 points, supplemented by a defense of the term paper with a score of 30 points. A minimum of 91 points is required for an A grade, a minimum of 81 points for a B grade, a minimum of 71 points for a C grade, a minimum of 61 points for a D grade, and a minimum of 51 points for an E grade. Credit will not be awarded to a student who scores less than 50 points in the written examination. Assessment further consists of continuous verbal evaluation and individual and group feedback during the semester.
The assessment is awarded on a scale:
A (100 - 91%, excellent - outstanding),
B (90 - 81%, very good - above average standard),
C (80 - 71%, good - normal reliable work),
D (70 - 61 %, satisfactory - acceptable results),
E (60 - 51%, satisfactory - results meet the minimum criteria),
Fx (50 - 0%, insufficient - additional work required).
A - excellent performance, the student knows and masters the knowledge in the field of pedagogy of individuals with autism spectrum disorders, special education interventions designed for individuals with autism spectrum disorders with regard to the specifics resulting from the individual disorders. The student understands the knowledge, can create, critically evaluate and apply knowledge from the field to practice; B - excellent performance, the student knows/controls knowledge in the field of special education interventions designed for individuals with autism spectrum disorders, but critical thinking is borderline. The student can apply the knowledge; C - good performance, the student does know/learn the knowledge in the area of special education interventions for individuals with autism spectrum disorders, understands it, but is unable to apply it to practice; D - satisfactory performance, the student knows/learns the basic knowledge in the area of special education interventions for individuals with autism spectrum disorders, but lacks the understanding and competence to apply the knowledge to practice; E - adequate performance, student has acquired elementary knowledge of special education interventions for individuals with autism spectrum disorders, but not sufficient for competency to apply it in practice; Fx - inadequate performance, student has not acquired/does not have mastery of knowledge of special education interventions for individuals with autism spectrum disorders.
Slovak language, Czech language and English language
Definition of basic concepts in the field of pedagogy for individuals with autism spectrum disorders. Specifics of educational rehabilitation for individuals with autism spectrum disorders. Diagnostic intervention for individuals with autism spectrum disorders. Counseling intervention for individuals with autism spectrum disorders. Special education intervention for individuals with autism spectrum disorders. Special education stimulation for individuals with autism spectrum disorders. Special educational compensation for individuals with autism spectrum disorders. Special education re-education of individuals with autism spectrum disorders. Selected special therapeutic approaches. Early intervention for individuals with autism spectrum disorders. TEACCH program, structured learning and behavioral approaches in the education of individuals with autism spectrum disorders. The use of ICT with individuals with autism spectrum disorders. The use of Social Stories with individuals with Autism Spectrum Disorders. Alternative and augmentative communication for individuals with autism spectrum disorders. Motivation and reinforcement of desirable behaviors in individuals with autism spectrum disorders. Eliminating problem, undesirable behaviors in individuals with autism spectrum disorders. Family and intact siblings of children with autism spectrum disorders. Individual topics contribute to special education students acquiring theoretical knowledge and practical skills that they can apply to practice as educators, educational assistants, special education teachers, and guidance counselors. Students become proficient in methods, methodologies, techniques, and approaches for individuals with autism spectrum disorders.
50/50
The student will acquire adequate theoretical knowledge in the field of special education interventions designed for individuals with autism spectrum disorders, specifically in the area of counselling and diagnostic intervention and individual special education processes, which are correction, stimulation, compensation and re-education. The student will become familiar with and learn the specifics of individuals with autism spectrum disorders with respect to the type, form of disorder, and age of the individuals. The student will develop a theoretical understanding of interventions for individuals with autism spectrum disorders that will be applied to practice. The course also develops the following transferable competencies: communication skills, digital skills, critical thinking, contextual reasoning, motivation and the ability to learn.
2S - 11x2 hours per week, in the form of a seminar, full-time or combined, a total of 22 hours per semester
Student workload:
2S (2 credits): 11x2 hours of direct instruction = 22 hours; 14 hours of seminar paper preparation; 20 hours of midterm assessment preparation; 20 hours of exam preparation. A total of 74 hours of student work.
Learning methods: discussion of the topic; small group work; problem solving, interpretation
2S - 11x2 hours per week, in the form of a seminar, full-time or combined, a total of 22 hours per semester
Student workload:
2S (2 credits): 11x2 hours of direct instruction = 22 hours; 14 hours of seminar paper preparation; 20 hours of midterm assessment preparation; 20 hours of exam preparation. A total of 74 hours of student work.
Learning methods: discussion of the topic; small group work; problem solving, interpretation
Compulsory readings:
LECHTA, V. a kol., 2002. Terapia narušenej komunikačnej schopnosti. Vydavateľstvo Osveta. Martin, 2002. ISBN 80-8063-092-5.
KEREKRÉTIOVÁ, A. a kol., 2016. Logopédia. Bratislava, UK 2016. ISBN 978-80-223-4165-3.
Recommended readings:
LECHTA, V. a kol., 2003. Diagnostika narušenej komunikačnej schopnosti. Portál. 358 s. ISBN 80-7178-801-5.
KEREKRÉTIOVÁ, A. a kol., 2016. Logopedická propedeutika. Bratislava, UK 2016. ISBN 978-80-223-4164-6.
HREBEŇÁROVÁ, L. – HUČÍK, J. – HUČÍKOVÁ, A. – ŽOLNOVÁ, J.,2015. Vybrané oblasti inkluzívnej edukácie žiakov so špeciálnymi výchovno-vzdelávacími potrebami v primárnom vzdelávaní. Prešov, Vydavateľstvo PU, 2015. ISBN 978-80-555-1457-4.
OSTATNÍKOVÁ, D., 2003. Anatómia, fyziológia a patofyziológia reči. Bratislava, Asklepios 2003. ISBN 80-7167-046-4.
PORUBOVIČOVÁ, Ľ. – CIRJAKOVÁ, Z. 2014. Model rozvoja predčitateľskej gramotnosti
v skupine detí s rizikovým vývinom. In Harčaríková, T. – Krajčí, P. : Poruchy učenia ako
edukačný fenomén : zborník príspevkov. [CD-rom]. Bratislava : IRIS, 2014. s. 7-16. ISBN
978-80-89726-15-8.
LECHTA,V. – PORUBOVIČOVÁ, Ľ. – CIRJAKOVÁ, Z.: Výchova a vzdelávanie detí
s narušenou komunikačnou schopnosťou v predprimárnom vzdelávaní. In: Vladová, K. –
Lechta, V.: Aplikácia vzdelávacích programov pre deti so zdravotným znevýhodnením pre
predprimárne vzdelávanie. ŠPÚ, Bratislava, 2017. Dostupné na internete:
https://www.statpedu.sk/files/sk/deti-ziaci-so-svvp/deti-ziaci-so-zdravotnym-znevyhodnenim- vseobecnym-intelektovym-nadanim/predprimarne-vzdelavanie.pdf
VITÁSKOVÁ, K.; PEUTELSCHMIEDOVÁ, A., 2005. Logopedie. Olomouc, UP 2005. ISBN 80-244-1088-5.
VANČOVÁ, A., 2010. Základy pedagogiky detí (osôb) s narušenou komunikačnou schopnosťou. In: Základy integratívnej (inkluzívnej) špeciálnej pedagogiky. - Bratislava : Iris, 2010. - S. 537-566. - ISBN 978-80-89238-37-8
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.
During the semester, the student will present his/her term paper on a topic assigned by the instructor.
The student may receive a maximum of 50 points for the written final test, a maximum of 30 points for the midterm test, and a maximum of 20 points for the seminar paper.
Credit will not be awarded unless the student earns at least 55% on the written final test. To pass the course, a minimum score of 60% is required.
Grades are awarded 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).
A-excellent performance, student can/does/creates/critically evaluates; B-excellent performance, student can/does but critical thinking is borderline; C-good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
Slovak language, Czech language
1. Pedagogy of children and pupils with impaired communication skills (ICS) as a part of special pedagogy - goals, tasks, meaning.
2. Possibilities of special pedagogical interventions for children and pupils with ICS.
3. Content and methods of intervention activities for children and pupils with ICS.
4. Diagnosis, stimulation, correction, compensation and education of children and pupils with ICS within the competences of a special educator.
5. Supporting interventions with special aids and software.
100/0
The student acquires knowledge about pedagogy of children with impaired communication skills (ICS) as a part of special pedagogy - goals, tasks, meaning. The student becomes familiar with the repertoire of special education interventions for children with SEN and gains knowledge about the content and methods of intervention activities for children with SEN. Theoretically knows and practically can apply the procedures of diagnosis, stimulation, correction, compensation and education of children with NKS within the competences of a special educator. He/she knows how to support interventions with special aids and software.
The student develops critical thinking, communication skills, organizational skills, improves computer literacy and digital skills, creativity, abstract thinking skills, critical thinking, and reasoning in context.
2S - 11x2 hours per week, in the form of a seminar, full-time or combined, a total of 22 hours per semester
Student workload:
2S (2 credits): 11x2 hours of direct instruction = 22 hours; 14 hours of seminar paper preparation; 20 hours of midterm assessment preparation; 20 hours of exam preparation. A total of 74 hours of student work.
Learning methods: discussion of the topic; small group work; problem solving, interpretation
2S - 11x2 hours per week, in the form of a seminar, full-time or combined, a total of 22 hours per semester
Student workload:
2S (2 credits): 11x2 hours of direct instruction = 22 hours; 14 hours of seminar paper preparation; 20 hours of midterm assessment preparation; 20 hours of exam preparation. A total of 74 hours of student work.
Learning methods: discussion of the topic; small group work; problem solving, interpretation
Compulsory readings:
LECHTA, V. a kol., 2002. Terapia narušenej komunikačnej schopnosti. Vydavateľstvo Osveta. Martin, 2002. ISBN 80-8063-092-5.
KEREKRÉTIOVÁ, A. a kol., 2016. Logopédia. Bratislava, UK 2016. ISBN 978-80-223-4165-3.
Recommended readings:
LECHTA, V. a kol., 2003. Diagnostika narušenej komunikačnej schopnosti. Portál. 358 s. ISBN 80-7178-801-5.
KEREKRÉTIOVÁ, A. a kol., 2016. Logopedická propedeutika. Bratislava, UK 2016. ISBN 978-80-223-4164-6.
HREBEŇÁROVÁ, L. – HUČÍK, J. – HUČÍKOVÁ, A. – ŽOLNOVÁ, J.,2015. Vybrané oblasti inkluzívnej edukácie žiakov so špeciálnymi výchovno-vzdelávacími potrebami v primárnom vzdelávaní. Prešov, Vydavateľstvo PU, 2015. ISBN 978-80-555-1457-4.
OSTATNÍKOVÁ, D., 2003. Anatómia, fyziológia a patofyziológia reči. Bratislava, Asklepios 2003. ISBN 80-7167-046-4.
PORUBOVIČOVÁ, Ľ. – CIRJAKOVÁ, Z. 2014. Model rozvoja predčitateľskej gramotnosti
v skupine detí s rizikovým vývinom. In Harčaríková, T. – Krajčí, P. : Poruchy učenia ako
edukačný fenomén : zborník príspevkov. [CD-rom]. Bratislava : IRIS, 2014. s. 7-16. ISBN
978-80-89726-15-8.
LECHTA,V. – PORUBOVIČOVÁ, Ľ. – CIRJAKOVÁ, Z.: Výchova a vzdelávanie detí
s narušenou komunikačnou schopnosťou v predprimárnom vzdelávaní. In: Vladová, K. –
Lechta, V.: Aplikácia vzdelávacích programov pre deti so zdravotným znevýhodnením pre
predprimárne vzdelávanie. ŠPÚ, Bratislava, 2017. Dostupné na internete:
https://www.statpedu.sk/files/sk/deti-ziaci-so-svvp/deti-ziaci-so-zdravotnym-znevyhodnenim- vseobecnym-intelektovym-nadanim/predprimarne-vzdelavanie.pdf
VITÁSKOVÁ, K.; PEUTELSCHMIEDOVÁ, A., 2005. Logopedie. Olomouc, UP 2005. ISBN 80-244-1088-5.
VANČOVÁ, A., 2010. Základy pedagogiky detí (osôb) s narušenou komunikačnou schopnosťou. In: Základy integratívnej (inkluzívnej) špeciálnej pedagogiky. - Bratislava : Iris, 2010. - S. 537-566. - ISBN 978-80-89238-37-8
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.
During the semester, the student will present his/her term paper on a topic assigned by the instructor.
The student may receive a maximum of 50 points for the written final test, a maximum of 30 points for the midterm test, and a maximum of 20 points for the seminar paper.
Credit will not be awarded unless the student earns at least 55% on the written final test. To pass the course, a minimum score of 60% is required.
Grades are awarded 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).
A-excellent performance, student can/does/creates/critically evaluates; B-excellent performance, student can/does but critical thinking is borderline; C-good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
Slovak language, Czech language
1. Pedagogy of children and pupils with impaired communication skills (ICS) as a part of special pedagogy - goals, tasks, meaning.
2. Possibilities of special pedagogical interventions for children and pupils with ICS.
3. Content and methods of intervention activities for children and pupils with ICS.
4. Diagnosis, stimulation, correction, compensation and education of children and pupils with ICS within the competences of a special educator.
5. Supporting interventions with special aids and software.
100/0
The student acquires knowledge about pedagogy of children with impaired communication skills (ICS) as a part of special pedagogy - goals, tasks, meaning. The student becomes familiar with the repertoire of special education interventions for children with SEN and gains knowledge about the content and methods of intervention activities for children with SEN. Theoretically knows and practically can apply the procedures of diagnosis, stimulation, correction, compensation and education of children with NKS within the competences of a special educator. He/she knows how to support interventions with special aids and software.
The student develops critical thinking, communication skills, organizational skills, improves computer literacy and digital skills, creativity, abstract thinking skills, critical thinking, and reasoning in context.
2S/week Two-hour seminar by face-to-face or combined method: 11x2hours, for a total of 22 hours per semester.
Student workload:
2S (2credits): 11x2hours of direct instruction = 22 hours, 14 hours studying materials, 20 hours exam preparation. A total of 56 hours of student work.
Learning methods:
Discussion, interpretation, brainwriting, role-play method, guided self-study, analysis of case studies.
Compulsory readings:
CIHELKOVÁ, J., 2017. Nadané dítě ve škole. Náměty pro výuku pro celou třídu. Praha:Portál. 2017. ISBN: 978-80-262-1248-5.
DUCHOVIČOVÁ, J., 2007. Aspekty diferenciácie v edukácii nadaných žiakov. Nitra: PFUKF, 2007. ISBN 978-80-8094-099-7
KOVÁŘOVÁ, R., KLUGOVÁ, I., 2009. Edukace nadaných dětí a žákú. 1. vydanie. Ostravská univerzita v Ostravě. 2010. ISBN 978-80-7368-430-3.
Recommended readings:
DOČKAL, V., 2016. Diagnostika nadania v teórii, vo výskume a v praxi. Výskumný ústav detskej psychológie a patopsychológie, Bratislava. Zborník svět nadání II. S.166-175. 2017. ISSN 1805-7217. Dostupné na https://www.nidv.cz/old/images/npublications/publications/files/ 15%20Sborn%C3%ADk%20sv%C4%9Bt%20nad%C3%A1n%C3%AD%20II.pdf#page=16
FOŘTÍK, V., FOŘTÍKOVÁ, J., 2015. Nadané dítě a rozvoj jeho schopností. Praha: Portál. 2015. ISBN: 978-80-262-0969-0.
FOŘTÍKOVÁ, J., 2009. Talent a nadání. Jejich rozvoj ve volném čase. Národní institut dětí a mládeže MŠMT. Praha. 2009. ISBN: 978-80-86784-75-5.
HŘÍBKOVÁ, L., 2009. Nadání a nadaní. Praha: Grada, 2009. ISBN 978-80-247-1998-6.
LAZNIBATOVÁ, J., 2003. Nadané dieťa. Jeho vývin, vzdelávanie a podporovanie. Bratislava: IRIS, 2003. ISBN 80-88778-23-8.
STEHLÍKOVÁ, M., 2018. Nadané dítě: Jak mu pomoci ke štěstí a úspěchu. Praha: Garda. 2018. ISBN: 978-80-271-0512-0.
The course is completed with a written test on the subject. Part of the conditions for successful completion of the course is the active participation of the student during direct teaching. Credit will not be awarded to a student who does not obtain at least 60% of the total grade in the written test.
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.
The grade is awarded 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).
A-excellent performance, student can/does/creates/critically evaluates; B-excellent performance, student can/does but critical thinking is borderline; C-good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
Slovak language, Czech language
The aim of the course is to learn the specifics of education of the intellectually gifted, the characteristics of cognitive, psychosocial and personality characteristics of the intellectually gifted and talented. Characteristics of the educational needs of twice-exceptional students and the educational strategies of intellectually gifted and talented children and students.
Course Outline:
1. Giftedness, creativity and intelligence in the educational process. 2. Self-perception of the pupil with intellectual giftedness and talent. 3. Social and emotional problems of the intellectually gifted. 4. Motivation of a pupil with intellectual giftedness and talent. 5. Principles of thinking of a pupil with intellectual giftedness 6. Possibilities for the development of children and pupils with intellectual giftedness and talent (initiation, offer, demandingness, incentives, guidance, cooperation). 7. Educational needs of children and pupils with double exceptionality. 8. Underperformance of the intellectually gifted. 9. Educational strategies in the education of the intellectually gifted and talented. 10. Educational activities for the intellectually gifted. 11. Aids and techniques in the educational process of the intellectually gifted and talented. 12.Personality of the educator in the education of the intellectually gifted and talented.
100/0
The student will be able to understand the impact of giftedness and talent on the educational process, characterize the self-perception, social and emotional needs, motivation and thinking principles of children and students with giftedness and talent. Knows and understands the possibilities of development of children and pupils with intellectual giftedness and talent and is able to apply them practically. The student characterizes the double exceptionality and the specifics of education resulting from it, defines the underperformance of a pupil with intellectual giftedness and is able to apply in practice educational strategies in the education of the intellectually gifted and talented. Understands the influence of the educator's personality in the educational process of the intellectually gifted and talented.
2S/week Two-hour seminar by face-to-face or combined method: 11x2hours, for a total of 22 hours per semester.
Student workload:
2S (2credits): 11x2hours of direct instruction = 22 hours, 14 hours studying materials, 20 hours exam preparation. A total of 56 hours of student work.
Learning methods:
Discussion, interpretation, brainwriting, role-play method, guided self-study, analysis of case studies.
Compulsory readings:
CIHELKOVÁ, J., 2017. Nadané dítě ve škole. Náměty pro výuku pro celou třídu. Praha:Portál. 2017. ISBN: 978-80-262-1248-5.
DUCHOVIČOVÁ, J., 2007. Aspekty diferenciácie v edukácii nadaných žiakov. Nitra: PFUKF, 2007. ISBN 978-80-8094-099-7
KOVÁŘOVÁ, R., KLUGOVÁ, I., 2009. Edukace nadaných dětí a žákú. 1. vydanie. Ostravská univerzita v Ostravě. 2010. ISBN 978-80-7368-430-3.
Recommended readings:
DOČKAL, V., 2016. Diagnostika nadania v teórii, vo výskume a v praxi. Výskumný ústav detskej psychológie a patopsychológie, Bratislava. Zborník svět nadání II. S.166-175. 2017. ISSN 1805-7217. Dostupné na https://www.nidv.cz/old/images/npublications/publications/files/ 15%20Sborn%C3%ADk%20sv%C4%9Bt%20nad%C3%A1n%C3%AD%20II.pdf#page=16
FOŘTÍK, V., FOŘTÍKOVÁ, J., 2015. Nadané dítě a rozvoj jeho schopností. Praha: Portál. 2015. ISBN: 978-80-262-0969-0.
FOŘTÍKOVÁ, J., 2009. Talent a nadání. Jejich rozvoj ve volném čase. Národní institut dětí a mládeže MŠMT. Praha. 2009. ISBN: 978-80-86784-75-5.
HŘÍBKOVÁ, L., 2009. Nadání a nadaní. Praha: Grada, 2009. ISBN 978-80-247-1998-6.
LAZNIBATOVÁ, J., 2003. Nadané dieťa. Jeho vývin, vzdelávanie a podporovanie. Bratislava: IRIS, 2003. ISBN 80-88778-23-8.
STEHLÍKOVÁ, M., 2018. Nadané dítě: Jak mu pomoci ke štěstí a úspěchu. Praha: Garda. 2018. ISBN: 978-80-271-0512-0.
The course is completed with a written test on the subject. Part of the conditions for successful completion of the course is the active participation of the student during direct teaching. Credit will not be awarded to a student who does not obtain at least 60% of the total grade in the written test.
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.
The grade is awarded 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).
A-excellent performance, student can/does/creates/critically evaluates; B-excellent performance, student can/does but critical thinking is borderline; C-good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
Slovak language, Czech language
The aim of the course is to learn the specifics of education of the intellectually gifted, the characteristics of cognitive, psychosocial and personality characteristics of the intellectually gifted and talented. Characteristics of the educational needs of twice-exceptional students and the educational strategies of intellectually gifted and talented children and students.
Course Outline:
1. Giftedness, creativity and intelligence in the educational process. 2. Self-perception of the pupil with intellectual giftedness and talent. 3. Social and emotional problems of the intellectually gifted. 4. Motivation of a pupil with intellectual giftedness and talent. 5. Principles of thinking of a pupil with intellectual giftedness 6. Possibilities for the development of children and pupils with intellectual giftedness and talent (initiation, offer, demandingness, incentives, guidance, cooperation). 7. Educational needs of children and pupils with double exceptionality. 8. Underperformance of the intellectually gifted. 9. Educational strategies in the education of the intellectually gifted and talented. 10. Educational activities for the intellectually gifted. 11. Aids and techniques in the educational process of the intellectually gifted and talented. 12.Personality of the educator in the education of the intellectually gifted and talented.
100/0
The student will be able to understand the impact of giftedness and talent on the educational process, characterize the self-perception, social and emotional needs, motivation and thinking principles of children and students with giftedness and talent. Knows and understands the possibilities of development of children and pupils with intellectual giftedness and talent and is able to apply them practically. The student characterizes the double exceptionality and the specifics of education resulting from it, defines the underperformance of a pupil with intellectual giftedness and is able to apply in practice educational strategies in the education of the intellectually gifted and talented. Understands the influence of the educator's personality in the educational process of the intellectually gifted and talented.
26oS/
26 hours of special education practice/week; total of 26 hours per semester using the combined method
Student workload:
2oS (2credits): 4x6 hours of direct instruction and 1x2hours of direct instruction = 22 hours, 15 hours of practice reflection, 13 hours of observation sheet preparation and processing.
Total 50 hours of student work.
Learning methods:
Discussion, interpretation, observation, guided self-study, situation analysis method, didactic skills training.
Compulsory readings:
CIHELKOVÁ, J., 2017. Nadané dítě ve škole. Náměty pro výuku pro celou třídu. Praha:Portál. 2017. ISBN: 978-80-262-1248-5.
SOKOLOVÁ, H., POKORNÁ, A., FIŠEROVÁ, M., 2020. Školní zralost a nadané dítě. Raabe. 2020. ISBN: 978-80-7496-453-4.
STEHLÍKOVÁ, M., 2018. Nadané dítě: Jak mu pomoci ke štěstí a úspěchu. Praha: Garda. 2018. ISBN: 978-80-271-0512-0.
During the internship, the student will prepare an observation record according to predetermined conditions, for which he/she will receive a maximum of 20 points. Upon completion of the internship, the student will prepare a reflection according to a predetermined muster, where he/she can obtain a maximum of 80 points. 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 does not obtain at least 60% of the total mark in the written reflection.
The grade is awarded 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).
A-excellent performance, student can/does/creates/critically evaluates; B-excellent performance, student can/does but critical thinking is borderline; C-good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
Slovak language, Czech language
The aim of the course is to analyze the educational process of pupils with intellectual gifts and talents , its specifics and educational methods, forms and objectives. To get acquainted with the creation of methodological materials and pedagogical documentation.
1.Observation of the processes and phenomena of special-educational practice. 2.Analysis and analysis of individual activities of special-educational practice. 2.Creation of methodological materials. 3.Didactic procedures. 4.Pedagogical documentation. 5.Educational program for children and pupils with intellectual giftedness. 6.Indicators of hospitalization record. 7.Analysis of educational, stimulation and rehabilitation programs, analysis of documentation, analysis of case work.
100/0
The student knows the real conditions of practical activities in educational institutions for students with intellectual talent. The student characterizes and can practically apply the activities of complex care for the intellectually gifted, can keep hospital records. Can elaborate methodological preparation for direct work and can analyse, organise and manage educational activities and the educational process on the basis of direct confrontation of theoretical knowledge and concrete activities in educational institutions for the intellectually gifted and talented.
26oS/
26 hours of special education practice/week; total of 26 hours per semester using the combined method
Student workload:
2oS (2credits): 4x6 hours of direct instruction and 1x2hours of direct instruction = 22 hours, 15 hours of practice reflection, 13 hours of observation sheet preparation and processing.
Total 50 hours of student work.
Learning methods:
Discussion, interpretation, observation, guided self-study, situation analysis method, didactic skills training.
Compulsory readings:
CIHELKOVÁ, J., 2017. Nadané dítě ve škole. Náměty pro výuku pro celou třídu. Praha:Portál. 2017. ISBN: 978-80-262-1248-5.
SOKOLOVÁ, H., POKORNÁ, A., FIŠEROVÁ, M., 2020. Školní zralost a nadané dítě. Raabe. 2020. ISBN: 978-80-7496-453-4.
STEHLÍKOVÁ, M., 2018. Nadané dítě: Jak mu pomoci ke štěstí a úspěchu. Praha: Garda. 2018. ISBN: 978-80-271-0512-0.
During the internship, the student will prepare an observation record according to predetermined conditions, for which he/she will receive a maximum of 20 points. Upon completion of the internship, the student will prepare a reflection according to a predetermined muster, where he/she can obtain a maximum of 80 points. 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 does not obtain at least 60% of the total mark in the written reflection.
The grade is awarded 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).
A-excellent performance, student can/does/creates/critically evaluates; B-excellent performance, student can/does but critical thinking is borderline; C-good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
Slovak language, Czech language
The aim of the course is to analyze the educational process of pupils with intellectual gifts and talents , its specifics and educational methods, forms and objectives. To get acquainted with the creation of methodological materials and pedagogical documentation.
1.Observation of the processes and phenomena of special-educational practice. 2.Analysis and analysis of individual activities of special-educational practice. 2.Creation of methodological materials. 3.Didactic procedures. 4.Pedagogical documentation. 5.Educational program for children and pupils with intellectual giftedness. 6.Indicators of hospitalization record. 7.Analysis of educational, stimulation and rehabilitation programs, analysis of documentation, analysis of case work.
100/0
The student knows the real conditions of practical activities in educational institutions for students with intellectual talent. The student characterizes and can practically apply the activities of complex care for the intellectually gifted, can keep hospital records. Can elaborate methodological preparation for direct work and can analyse, organise and manage educational activities and the educational process on the basis of direct confrontation of theoretical knowledge and concrete activities in educational institutions for the intellectually gifted and talented.
1L+1E - 1 hour per week lecture + 1 hour per week seminar for a total of 22 hours per semester, full-time or combined
Student workload:
1L+1E - 1 hour of lectures/1 hour of seminars -11x 2 hours of direct teaching = 22 hours; 20 hours preparation of term papers; 18 hours preparation for the final test. Total 60 hours of student work.
Learning methods:
Monological - lecture, interpretation, dialogical - interview, discussion, problem-based methods - creating mind maps, brainstorming, situational methods - case studies, practical methods - practicing and creating communication situations, creating specific aids for children/pupils with deafblindness, creating preparations for teaching.
Compulsory readings:
TARCSIOVÁ, D. Poruchy a špecifiká komunikácie u hluchoslepých. Vnútorný materiál - nepublikovaný 59 s.
LUDÍKOVÁ, L. 2000. Vzdělávaní hluchoslepých I. Scientia, Praha, 2000. 74 s. ISBN 80-7183-225-1
SOURALOVÁ, E. 2000. Vzdělávaní hluchoslepých II. Scientia :Praha, 2000. 78s. ISBN 80-7183-226-80.
Recommended readings:
KOWALIK,S.-BANKA,A. 2000. Perspektivy rehabilitace hluchoslepých. Wagner Press, Praha 2000, s. 33 –39. s. 5-7. - ISSN 1335-1397
TARCSIOVÁ, D. 2012.Výzvy v špeciálnej pedagogike a špeciálnej andragogike - hluchoslepé osoby, s bližším zameraním na osoby s Usherovým syndrómom In: Špeciálna andragogika v rovine teoretickej i aplikačnej [elektronický zdroj]. - Bratislava : Iris, 2012. – S. 168-175 [CD- ROM]. - ISBN 978-80-89238-67-5
TARCSIOVÁ, D.- HOLENOVÁ, R. 2012.Východiská pre vedecko-výskumnú činnosť v pedagogike hluchoslepých na Slovensku na základe analýzy zahraničných vedeckých štúdií v rokoch 1970-2012 . In: Paedagogica specialis 29. - Bratislava : Univerzita Komenského v Bratislave, 2015. - S. 318-329. ISBN 978-80-223-4010-6
Multiple term papers must be completed during the course (40 points), and the student comes to the seminar prepared (10 points). The final assessment is in the form of a test (50 points), for which the student must obtain a minimum of 50% points.
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.
The grade is awarded 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)
A-excellent performance, student can/does/creates/critically evaluates; B-excellent performance, student can/does but critical thinking is borderline; C-good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E-minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
Slovak language, Czech language and German language
1. Deafblindness - basic characteristics, medical and functional definitions. 2. Classification of persons with deafblindness (according to the degree of dual disability, according to the time of onset of deafblindness, according to the mode of communication, according to the contact of DB with the outside world, according to the level of activities, according to the forms of deafblindness). 3. Etiology of deafblindness - the most common causes of deafblindness, prevalence, incidence of deafblindness. 4. Basis of communication in DB, establishing contact and forming an emotional bond, degree of interaction. 5. Theory of stages of DB communication, stages of van Dijk's teaching method. 6. Communication of DB persons - principles of communication. 7. Developmental stages of communication of deafblind persons - non-symbolic communication, use of real objects, two-dimensional representation of objects, gesticulation, signing communication (hand signing) communication techniques based on the spoken word system, finger alphabet, dot writing - Braille, palm communication systems (Lorm's alphabet, tip alphabet, writing printed letters in the palm of the hand, written writing, spoken language. 8. 14 Learning Strategies for DB Children.
100/0
The student will gain basic theoretical knowledge about deafblindness (definitions, classification, implications) and more detailed information about Usher syndrome. The student will acquire knowledge about the sequence of acquisition of different communication forms by children/pupils with deafblindness. The student will learn the basic rules of communication with deafblind persons. The student will acquire information about the van Dijk method of deafblind education and the possibilities of its use in the conditions of our special school for the deafblind.
1L+1E - 1 hour per week lecture + 1 hour per week seminar for a total of 22 hours per semester, full-time or combined
Student workload:
1L+1E - 1 hour of lectures/1 hour of seminars -11x 2 hours of direct teaching = 22 hours; 20 hours preparation of term papers; 18 hours preparation for the final test. Total 60 hours of student work.
Learning methods:
Monological - lecture, interpretation, dialogical - interview, discussion, problem-based methods - creating mind maps, brainstorming, situational methods - case studies, practical methods - practicing and creating communication situations, creating specific aids for children/pupils with deafblindness, creating preparations for teaching.
Compulsory readings:
TARCSIOVÁ, D. Poruchy a špecifiká komunikácie u hluchoslepých. Vnútorný materiál - nepublikovaný 59 s.
LUDÍKOVÁ, L. 2000. Vzdělávaní hluchoslepých I. Scientia, Praha, 2000. 74 s. ISBN 80-7183-225-1
SOURALOVÁ, E. 2000. Vzdělávaní hluchoslepých II. Scientia :Praha, 2000. 78s. ISBN 80-7183-226-80.
Recommended readings:
KOWALIK,S.-BANKA,A. 2000. Perspektivy rehabilitace hluchoslepých. Wagner Press, Praha 2000, s. 33 –39. s. 5-7. - ISSN 1335-1397
TARCSIOVÁ, D. 2012.Výzvy v špeciálnej pedagogike a špeciálnej andragogike - hluchoslepé osoby, s bližším zameraním na osoby s Usherovým syndrómom In: Špeciálna andragogika v rovine teoretickej i aplikačnej [elektronický zdroj]. - Bratislava : Iris, 2012. – S. 168-175 [CD- ROM]. - ISBN 978-80-89238-67-5
TARCSIOVÁ, D.- HOLENOVÁ, R. 2012.Východiská pre vedecko-výskumnú činnosť v pedagogike hluchoslepých na Slovensku na základe analýzy zahraničných vedeckých štúdií v rokoch 1970-2012 . In: Paedagogica specialis 29. - Bratislava : Univerzita Komenského v Bratislave, 2015. - S. 318-329. ISBN 978-80-223-4010-6
Multiple term papers must be completed during the course (40 points), and the student comes to the seminar prepared (10 points). The final assessment is in the form of a test (50 points), for which the student must obtain a minimum of 50% points.
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.
The grade is awarded 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)
A-excellent performance, student can/does/creates/critically evaluates; B-excellent performance, student can/does but critical thinking is borderline; C-good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E-minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the criteria for the assignment.
Slovak language, Czech language and German language
1. Deafblindness - basic characteristics, medical and functional definitions. 2. Classification of persons with deafblindness (according to the degree of dual disability, according to the time of onset of deafblindness, according to the mode of communication, according to the contact of DB with the outside world, according to the level of activities, according to the forms of deafblindness). 3. Etiology of deafblindness - the most common causes of deafblindness, prevalence, incidence of deafblindness. 4. Basis of communication in DB, establishing contact and forming an emotional bond, degree of interaction. 5. Theory of stages of DB communication, stages of van Dijk's teaching method. 6. Communication of DB persons - principles of communication. 7. Developmental stages of communication of deafblind persons - non-symbolic communication, use of real objects, two-dimensional representation of objects, gesticulation, signing communication (hand signing) communication techniques based on the spoken word system, finger alphabet, dot writing - Braille, palm communication systems (Lorm's alphabet, tip alphabet, writing printed letters in the palm of the hand, written writing, spoken language. 8. 14 Learning Strategies for DB Children.
100/0
The student will gain basic theoretical knowledge about deafblindness (definitions, classification, implications) and more detailed information about Usher syndrome. The student will acquire knowledge about the sequence of acquisition of different communication forms by children/pupils with deafblindness. The student will learn the basic rules of communication with deafblind persons. The student will acquire information about the van Dijk method of deafblind education and the possibilities of its use in the conditions of our special school for the deafblind.
2E - Two hours of full-time or combined 11x2-hour practicum, for a total of 22 hours per semester.
Student workload:
2E - 11x 2 hours of direct instruction = 22 hours; 18 hours of preparation for the midterm assessment; 20 hours of preparation for the final test. Total 60 hours of student work.
Learning methods:
Small group work, role-play method, didactic games, rehearsal
Compulsory readings:
TARCSIOVÁ, D., - urobené videosekvencie. Link:
https://www.youtube.com/channel/UCzvLexnNmS5lusi4GBjSqsw
TARCSIOVÁ, D., 2010. Základy posunkového jazyka pre študentov.1. vyd. Bratislava: Mabag, 2010. [CDEROM] ISBN 978-80-89113-80-4.
Učebnice jednotlivých predmetov na 1. stupni ZŠ.
Recommended readings:
GÁLOVÁ, D., HOLUBOVÁ, V, VOJTECHOVSKÝ, R., eds., 2008. Rozprávky v posunkovom jazyku (DVD). Bratislava: SNEPEDA.
Ezopové bájky v slovenskom posunkovom jazyku (DVD), 2016, Bratislava: Myslím – centrum kultúry Nepočujúcich
Rozprávky v SPJ (DVD), Bratislava: Myslím-centrum kultúry Nepočujúcich
Posunkuj hravo (aplikácia), 2018. Infosluch OZ.
KOUDELKOVÁ, Š. a TARCSIOVÁ, D.,2017. Posunkuj so mnou: Základná posunková zásoba pre deti so sluchovým postihnutím, Bratislava: IRIS s.r.o., 202 s., ISBN 9788082000156.. ISBN 80-969112-7-9.
During the semester the student will be evaluated by two control tests (2x max. 50 points). The tests are focused on practical mastery of individual lessons from the course.
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. To pass the course, a minimum of 60% of the marks must be obtained.
The grade is awarded 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).
A-Excellent performance, student knows/mastered/practically and theoretically mastered lessons from selected sign language topics, able to apply to practice; B-Excellent performance, student knows/mastered, practically and theoretically mastered lessons from basic sign language topics, able to apply to practice; C-good performance, student knows/learns, practically masters lessons from selected sign language topics, partially able to apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice, partially practically and theoretically masters lessons from selected sign language topics; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the specified criteria.
Slovak language and sign language
Basic characteristics of sign language, differences - regional, school signing, children's signing, indirect naming in sign language. Lessons in sign language according to thematic areas: people, persons, family, greetings, city, street, school, holidays, toys, time, months, days of the week, illness and health.
100/0
After completing the course, the student is able to handle basic communication with persons with hearing loss on the topics covered, knows the practical difference between different forms of sign communication, knows the reasons for their use, knows the basic signing vocabulary on selected topics and is able to apply it in practice in various communication situations.
The student develops communication skills, organizational skills, interpersonal skills, creativity, abstract thinking skills, motivation, ability to learn, ability to communicate in a manual form of communication.
2E - Two hours of full-time or combined 11x2-hour practicum, for a total of 22 hours per semester.
Student workload:
2E - 11x 2 hours of direct instruction = 22 hours; 18 hours of preparation for the midterm assessment; 20 hours of preparation for the final test. Total 60 hours of student work.
Learning methods:
Small group work, role-play method, didactic games, rehearsal
Compulsory readings:
TARCSIOVÁ, D., - urobené videosekvencie. Link:
https://www.youtube.com/channel/UCzvLexnNmS5lusi4GBjSqsw
TARCSIOVÁ, D., 2010. Základy posunkového jazyka pre študentov.1. vyd. Bratislava: Mabag, 2010. [CDEROM] ISBN 978-80-89113-80-4.
Učebnice jednotlivých predmetov na 1. stupni ZŠ.
Recommended readings:
GÁLOVÁ, D., HOLUBOVÁ, V, VOJTECHOVSKÝ, R., eds., 2008. Rozprávky v posunkovom jazyku (DVD). Bratislava: SNEPEDA.
Ezopové bájky v slovenskom posunkovom jazyku (DVD), 2016, Bratislava: Myslím – centrum kultúry Nepočujúcich
Rozprávky v SPJ (DVD), Bratislava: Myslím-centrum kultúry Nepočujúcich
Posunkuj hravo (aplikácia), 2018. Infosluch OZ.
KOUDELKOVÁ, Š. a TARCSIOVÁ, D.,2017. Posunkuj so mnou: Základná posunková zásoba pre deti so sluchovým postihnutím, Bratislava: IRIS s.r.o., 202 s., ISBN 9788082000156.. ISBN 80-969112-7-9.
During the semester the student will be evaluated by two control tests (2x max. 50 points). The tests are focused on practical mastery of individual lessons from the course.
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. To pass the course, a minimum of 60% of the marks must be obtained.
The grade is awarded 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).
A-Excellent performance, student knows/mastered/practically and theoretically mastered lessons from selected sign language topics, able to apply to practice; B-Excellent performance, student knows/mastered, practically and theoretically mastered lessons from basic sign language topics, able to apply to practice; C-good performance, student knows/learns, practically masters lessons from selected sign language topics, partially able to apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice, partially practically and theoretically masters lessons from selected sign language topics; E- minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the specified criteria.
Slovak language and sign language
Basic characteristics of sign language, differences - regional, school signing, children's signing, indirect naming in sign language. Lessons in sign language according to thematic areas: people, persons, family, greetings, city, street, school, holidays, toys, time, months, days of the week, illness and health.
100/0
After completing the course, the student is able to handle basic communication with persons with hearing loss on the topics covered, knows the practical difference between different forms of sign communication, knows the reasons for their use, knows the basic signing vocabulary on selected topics and is able to apply it in practice in various communication situations.
The student develops communication skills, organizational skills, interpersonal skills, creativity, abstract thinking skills, motivation, ability to learn, ability to communicate in a manual form of communication.
State examination
Methods of verifying the achieved objectives and learning outcomes: professional debate, discussion, colloquial interview, ability to apply/solve in practice, problem solving, solving simulated problems with emphasis on the implementation of the result in practice, etc.
Compulsory/Recommended readings:
For the creation of the final thesis - diploma thesis - the outputs of creative activities (scientific and professional outputs, or other outputs) recommended or consulted with the supervisor of the diploma thesis are binding.
Students have access to a large amount of information and knowledge within the faculty through the available electronic databases and remote access, which is managed by the faculty library.
State examinations (including the defence of the final thesis), their conditions and procedural aspects are regulated by VP 1/2020 Study Regulations of the Faculty of Education of Charles University, as well as VP 5/2021 Study Regulations of Charles University.
State examinations may be taken a) after a student has obtained at least the number of credits necessary for the proper completion of studies after obtaining credits for successful completion of the last state examination and b) after successful completion of compulsory courses, compulsory elective courses and elective courses in the composition determined by the study programme, except for the state examination and c) there are no disciplinary proceedings against him/her.
At the master's degree level of study, 94 credits in the prescribed composition must be obtained for the study part of the study programme. A further 14 credits are awarded for the production and successful defence of a thesis and 12 credits for the subjects of the state examination.
According to VP 23/2021 Internal Quality Assurance System of Higher Education of the Charles University in Bratislava, the student is evaluated in particular:
- Demonstration of the student's ability to integrate knowledge, manage complexity and formulate decisions with incomplete or limited information, whilst nevertheless embracing the social and ethical responsibilities associated with the application of their knowledge and decisions;
- Demonstration of the ability to clearly and unambiguously communicate conclusions, their findings and rationale to both professional and lay audiences;
- elaboration of the chosen topic at the level of a scientific study with a representative selection of literature, with appropriately chosen scientific procedures, hypotheses/research questions that can be verified. At the same time, the thesis must make a contribution to the specific field.
In particular, the following are assessed as part of the thesis defence:
1. The contribution of the thesis to the given field of study or, if applicable, to other fields of knowledge. The evaluation of the thesis takes into account whether the student adequately treats the chosen topic at the level of a scientific study with a representative selection of literature, whether the chosen scientific procedures are adequate and appropriate, and whether he/she adequately works with hypotheses that can be verified. The thesis should make a distinct contribution to the relevant field of study in which the student has completed the degree programme;
2. Originality of the thesis (the thesis must not be plagiarized, must not infringe the copyrights of other authors), the documentation for the defense of the thesis as a subject of the state examination includes originality protocols: from the Central Register and Theses, the results of which are commented on by the supervisor and the opponent in their reviews;
3. Correctness and correctness of citation of used information sources, research results of other authors and author teams, correctness of description of methods and working procedures of other authors or author teams;
4. Compliance of the structure of the thesis with the prescribed structure defined by the Internal Regulation No. 2/2018 Directive of the Rector of Charles University in Bratislava;
5. Respect for the recommended scope of the thesis (the recommended scope of the thesis is usually 50 - 70 standard pages - 90 000 to 126 000 characters including spaces), the adequacy of the scope of the thesis is judged by the supervisor of the thesis;
6. The linguistic and stylistic level of the thesis and its formal layout;
7. The manner and form of the thesis defence and the student's ability to respond adequately to
the comments and questions in the supervisor's and opponent's evaluations.
The evaluation is awarded on the following scale:
A (excellent - outstanding results),
B (very good - above average standard),
C (good - normal reliable work),
D (satisfactory - acceptable results),
E (satisfactory - results meet the minimum criteria),
Fx (inadequate).
Slovak language (defence in the state language) + languages that are necessary for studying and working with publication outputs that the student chooses.
The course of the state examination: the defence of the diploma thesis is determined by the protocol and documents on the state examination, which are available on the faculty's website (https://www.fedu.uniba.sk/studium/bakalarske-a-magisterske-studium/zaverecne-prace-a-statne-skusky/). Students are informed in advance at the compulsory meeting of the graduating students with the study advisor about all the requirements, conditions, course and evaluation of the state examination (thesis defence). The compulsory meeting with the graduating students is also treated in the study regulations and in the study schedule for the respective AR. The specific timetable (schedule) is published well in advance on the Department's website and information about the composition of the State Examination Committee, the date of the State Examination, the place and time is also sent to the student electronically by e-mail.
Learning objectives and outcomes:
The learning outcome is in accordance with the CU/ FoE ToR, the mission and strategic objectives of the CU/ FoE, in accordance with the description of the field of study, in accordance with the NKR/SKR/DD, in accordance with the profile of the graduate, in accordance with the learning objectives and learning outcomes in individual subjects of the curriculum and other relevant documents.
As part of the thesis defence, the future graduate must:
- Demonstrate adequate knowledge, expertise, skills of thought analysis and synthesis in the field of special pedagogy with overlap to other disciplines (or assisting disciplines) and their understanding within the professional debate on the topic/problem being treated,
- to know and understand professional special education terminology, basic scientific theories with their overlap to other disciplines/areas of knowledge, to be able to apply them practically to special education processes,
- Demonstrate the ability to integrate knowledge in favour of the complexity of understanding of special-educational issues with its overlap into other disciplines,
- to implement the knowledge acquired during the studies in the development of the diploma thesis,
- be able to transfer and generalise the acquired knowledge in the field of special education to other disciplines and areas of knowledge,
- to be able to communicate at a professional level appropriate to the second level of higher education in the special education,
- be able to carry out basic special education research, follow basic methodological procedures and be able to interpret the results to both the professional and lay public,
- demonstrate originality of problem solving and substantiate the applied principles of thesis development and presented solutions,
- be able to creatively solve problems and/or problem assignments,
- have the ability to independently solve more complex problem tasks and look for available solutions, understand the procedures of solutions, understand their impact and be able to implement them in practice,
- argue the validity of the scientific theories and procedures used and their implementation in the thesis in a broader context,
- demonstrate the ability to work effectively, correctly, ethically (within the framework of academic integrity) with literary and other authorial sources,
- demonstrate a professional approach,
- demonstrate the ability to actively and professionally communicate the intentions, procedures, methodology and outputs of the thesis, demonstrate creativity and abstraction skills in communication and professional debate,
- be able to justify the procedures used and to support them with arguments,
- be able to communicate correctly the formulated research conclusions,
- to present their acquired digital skills in the creation of the presentation of the thesis defence and its presentation in all steps,
- demonstrate the ability to communicate in the scientific language of a given field of knowledge (special pedagogy) with overlap to other fields of knowledge,
- demonstrate the ability to independently build the logic of the thesis and its structure, as well as organizational skills in the implementation of research,
- Demonstrate and argue for the ability to think critically, analyse a problem, propose procedures for its solution, obtain relevant results and formulate recommendations for practice
State examination
Assessment methods: oral examination, expert debate, discussion, problem solving
Compulsory/Recommended readings:
• HARČARÍKOVÁ, T. 2010. Základy pedagogiky jednotlivcov so špecifickými poruchami učenia. Bratislava: IRIS, 2010. ISBN 978-80-89238-31-6.
• HARČARÍKOVÁ, T. 2011. Pedagogika telesne postihnutých, chorých a zdravotne oslabených - teoretické základy. Bratislava: IRIS, 2011. ISBN 978-80-89238-59-0.
• JURÁŚKOVÁ,J.2008. Pedagogika intelektovo nadaných. Bratislava: MABAG, 2008.ISBN 978-80-89113-56-9.
• NÉMETH,O.- KASTELOVÁ.A. 2014. Základy špeciálnopedagogickej diagnostiky a základy špeciálnopedagogického poradenstva. Bratislava: Iris, 2014
• KEREKRÉTIOVÁ, A. 2009. Základy logopédie. Bratislava: Univerzita Komenského, 2009
• LOPÚCHOVÁ, J. 2011. Základy pedagogiky zrakovo postihnutých. Bratislava: IRIS, 2011. ISBN 978-80- 89238-61-3.
• SCHMIDTOVÁ, M. 2011. Faktory ovplyvňujúce kvalitu integrovaného/inkluzívneho vzdelávania žiakov so sluchovým postihnutím v základných školách. Bratislava : Iris, 2011.
• TARCSIOVÁ,D.2008.Pedagogika sluchovo postihnutých. Bratislava: MABAG, 2008.ISBN 978-80-89113-52-1.
• TICHÁ,E. 2008. Pedagogika jednotlivcov s poruchami správania. Bratislava: MABAG, 2008.ISBN 978-80- 89113-58-3.
• VANČOVÁ, A. 2002. Pedagogika viacnásobne postihnutých. Bratislava: Sapientia, 2002. VANČOVÁ, A. 2005. Základy pedagogiky mentálne postihnutých. Bratislava: Sapientia, 2005. ISBN 80- 968797-6-6.
• VANČOVÁ, A. a kol. 2013. Pedagogika mentálne a viacnásobne postihnutých raného a predškolského veku. Bratislava: IRIS,2013.
• VAŠEK, Š. 2011. Základy špeciálnej pedagogiky. Bratislava: Sapientia, 2011. 5.doplnené vydanie. ISBN 978- 80-89229-21-5.
• VAŠEK, Š. a kol. 1994. Špeciálna pedagogika – terminologický a výkladový slovník, Bratislava: SPN, 1994. ISBN 80-08-01217-X.
• Aktuálne právne a pedagogické normy.
The state examination (including the defence of the final thesis), its conditions and procedural aspects are regulated by the VP 1/2020 Study Regulations of the Faculty of Arts of Charles University, as well as the VP 5/2021 Study Regulations of Charles University.
A student may take the state examination a) after obtaining at least the number of credits necessary for the proper completion of studies after obtaining credits for successful completion of the last state examination and b) after successful completion of compulsory courses, compulsory elective courses and elective courses in the composition determined by the study programme, except for the state examination and c) without disciplinary proceedings being conducted against him/her.
At the master's degree level of study, 94 credits in the prescribed composition must be obtained for the study part of the study programme. A further 14 credits shall be obtained for the successful defence of the thesis and 12 credits for the subjects of the state examination.
According to VP 23/2021 Internal Quality Assurance System of the University of Education in Bratislava, part six, Art. 56, para. 2, the student must demonstrate knowledge and understanding of them, demonstrate their application, as well as the ability to creatively solve problems related to the given field of study in broader contexts in new/unknown/simulated environments. They must also demonstrate well-developed learning skills with a high degree of independence and autonomy.
In particular, the student is assessed on:
- The level of acquisition of the necessary knowledge, skills and competences required for the performance of the indicated occupation;
- the level of completion and verbal interpretation of the acquired knowledge/competences, the ability to analyse, synthesise and generalise them;
- the level of the student's competences (rationality of learning, ability to solve appropriate problem/simulated tasks, level of critical and creative thinking, communicative skills, personal and interpersonal competences...);
Assessment is awarded on a scale:
A (excellent - outstanding),
B (very good - above average standard),
C (good - normal reliable work),
D (satisfactory - acceptable results),
E (satisfactory - results meet the minimum criteria),
Fx (inadequate).
Slovak language, Czech language
Brief outline of the course:
1. Definition of the term special pedagogy and determination of its subject. The place of special pedagogy in the system of sciences and the system of special pedagogy. Scientific language of special education and basic terminology. Origin and development of special education as a scientific field. Methodology of special pedagogy.
2. Education in integrated, inclusive and relatively segregated conditions. Changing the paradigm of special pedagogy and possibilities of educating children and youth with special educational needs. The system of special schools and institutions and relevant legislation. Specifics of the educational process in integrated and relatively segregated forms of education
3. Comprehensive rehabilitation of persons with special educational needs. Special-educational counselling and diagnostics.
4. Theory of communication of persons with special educational needs.
5. Fundamentals of pedagogy of the mentally handicapped.
6. Fundamentals of pedagogy of the visually impaired.
7. Fundamentals of pedagogy of the hearing impaired.
8. Fundamentals of pedagogy of the physically handicapped, sick and handicapped.
9. Fundamentals of pedagogy of persons with impaired communication skills.
10. Fundamentals of pedagogy of the psychosocially disturbed.
11. Fundamentals of pedagogy of the multiply handicapped
12. Fundamentals of pedagogy of children with learning disabilities.
13. Fundamentals of pedagogy of children with behavioural disorders.
14. Fundamentals of pedagogy of the gifted.
The learning outcome is in accordance with the CU/FoE ToR, the mission and strategic objectives of the CU/ FoE in accordance with the description of the field of study, in accordance with the NKR/SKR/DD, in accordance with the profile of the graduate, in accordance with the learning objectives and learning outcomes in individual subjects of the curriculum and other relevant documents.
In the state examination, the student must demonstrate:
- knowledge of special education as a scientific discipline, its system, scientific language, its origin and specifics of methodology,
- knowledge of the possibilities of education of children and pupils with SEN in different educational environments
- (integrated, inclusive and relatively segregated settings),
- knowledge of complex rehabilitation of persons with disabilities and impairments and knowledge of the possibilities of special education diagnostics and counselling
- knowledge of the different types of disability and impairment (aetiology, prevalence, consequences, rehabilitation options, use of technical aids...),
- knowledge of the theory of communication in special education, specific forms of communication and AAC
The student on the state exam must demonstrate the ability to:
- Implement the acquired theoretical knowledge in his/her pedagogical, consultancy and advisory activities towards different actors in education,
- to plan, manage, evaluate the educational process of pupils with SEND in synergy with knowledge from other teaching subjects,
- to know and identify the socio-cultural environment and its influence on the development and education of pupils with different types of SEN,
- know alternative communication options and be able to apply them in the educational process, in consultation and counselling activities,
- to deal with different pedagogical situations that are affected by disability, impairment,
- identify special educational needs of pupils and support measures for different groups of children and pupils,
The student should be able to perform:
- Also with knowledge and skills from other subjects, implement special education activities related to the position of school special educator in regular elementary and secondary schools,
- with knowledge and skills from other subjects, carry out special education activities related to the position of special educator in a special school (according to their specialisation)
- to carry out consultation and awareness-raising activities towards educational stakeholders and the wider public,
Within the framework of the state examination in the subject of Special Education and Educational Rehabilitation of the Disabled, the student also demonstrates the following transferable skills: analytical skills, abstract and critical thinking skills, communication skills, reasoning in context, metacognitive skills, supervisory skills, comparative skills.
State examination
Assessment methods: oral examination, expert debate, discussion, problem solving, solving simulated tasks with emphasis on the implementation of the result into practice, etc.
Compulsory/Recommended readings:
BIŠČO KASTELOVÁ, A., NÉMETH, O., 2020. Základy špeciálnopedagogickej diagnostiky a špeciálnopedagogického poradenstva. - 1. vyd. - Bratislava : IRIS - Vydavateľstvo a tlač, 2020. - 299 s. [print] Lit.: 149 zázn. ISBN 978-80-8200-056-9
VAŠEK, Štefan., 2004. Špeciálnopedagogická diagnostika. Bratislava: Sapientia, 2004. ISBN 80-969112-0-1
BIŠČO KASTELOVÁ, A.,2014. Diagnostika v špeciálnopedagogickom poradenstve. 1. vyd. - Bratislava : Iris, 2014. - 380 s. Lit. 239 zázn. ISBN 978-80-89726-09-7
Recommended readings:
BIŠČO KASTELOVÁ, A .,2010. Špeciálnopedagogická diagnostika v procese edukácie mentálne postihnutých. Lit. 36 zázn. 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 .,2013. Special - educational diagnostic tools for early and preschool age of a child In: Paedagogica specialis 27. - Praha : Knihy nejen pro bohaté, 2013. - S. 138-163. - ISBN 978-80-86499-09-3
BIŠČO KASTELOVÁ, A .,2016. Špeciálnopedagogická diagnostika vo svetle desaťročí. Lit. 36 zázn. 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. Lit. 32 zázn. 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-X
The state examination (including the defence of the final thesis), its conditions and procedural aspects are regulated by the VP 1/2020 Study Regulations of the Faculty of Education of Charles University, as well as the VP 5/2021 Study Regulations of Charles University.
A student may take the state examination a) after obtaining at least the number of credits necessary for the proper completion of studies after obtaining credits for successful completion of the last state examination and b) after successful completion of compulsory courses, compulsory elective courses and elective courses in the composition determined by the study programme, except for the state examination and c) without disciplinary proceedings being conducted against him/her.
At the master's degree level of study, 94 credits in the prescribed composition must be obtained for the study part of the study programme. A further 14 credits shall be obtained for the successful defence of the thesis and 12 credits for the subjects of the state examination.
According to VP 23/2021 Internal Quality Assurance System of the University of Education in Bratislava, part six, Art. 56, para. 2, the student must demonstrate knowledge and understanding of them, demonstrate their application, as well as the ability to creatively solve problems related to the given field of study in broader contexts in new/unknown/simulated environments. They must also demonstrate well-developed learning skills with a high degree of independence and autonomy.
In particular, the student is assessed on:
- The level of acquisition of the necessary knowledge, skills and competences required for the performance of the indicated occupation;
- the level of completion and verbal interpretation of the acquired knowledge/competences, the ability to analyse, synthesise and generalise them;
- the level of the student's competences (rationality of learning, ability to solve appropriate problem/simulated tasks, level of critical and creative thinking, communicative skills, personal and interpersonal competences...);
Assessment is awarded on a scale:
A (excellent - outstanding),
B (very good - above average standard),
C (good - normal reliable work),
D (satisfactory - acceptable results),
E (satisfactory - results meet the minimum criteria),
Fx (inadequate).
Slovak language, Czech language
1. Theoretical concept of complex and special-pedagogical diagnostics.
2. Brief history of special-pedagogical diagnostics.
3. The process of special-pedagogical diagnostics.
4. Special-educational diagnostics in inclusive conditions.
5. A comprehensive approach to the diagnosis of individuals with special educational needs.
6. Outcome of special-pedagogical diagnostics. The problem of measurement in diagnostics.
7. Methods of special-educational diagnostics. Method of observation. Anamnesis. Exploratory methods. Testing methods. Diagnostic testing. Case study. Analysis of the results of activities. Developmental scales.
8. 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.
9. Use of diagnostic results in practice.
10. Special educator - educator and pedagogical assistant as diagnostician. Identification of individual characteristics of the child/pupil (basic biological, psychological and sociological aspects of the development of children and young people with SEN).
11. Identification of the socio-cultural context of the child/pupil's development (different contexts of ontogenesis of the child/pupil with special educational needs; peculiarities of family life with a child/pupil with special educational needs).
12. Methodological bases of cognition of children/pupils, school class.
13. Identification of special educational needs of a child/pupil - interpretation of diagnostic conclusions and recommendations of other specialists (their use in educational situations).
14. Competences of the school special educator in special-educational diagnostics.
15. Reports of special-educational examination.
16. Diagnostics in inclusive settings.
17. Specifics of special-pedagogical diagnostics in early and preschool age. Specifics of special-pedagogical diagnostics in school age. The child's entry into school - school maturity and school competence of a child with SEN.
18. Cooperation within the school support team.
The learning outcome is in accordance with the CU/ FoE ToR, the mission and strategic objectives of the CU/FoE, in accordance with the description of the field of study, in accordance with the NKR/SKR/DD, in accordance with the profile of the graduate, in accordance with the learning objectives and learning outcomes in individual subjects of the curriculum and other relevant documents.
The student must demonstrate the acquisition of a broad knowledge of the theoretical concepts of complex and special educational diagnostics. The student must have a broad knowledge of the special education diagnostic process, the comprehensive approach to the diagnosis of individuals with SEN. Must understand the process of special-educational diagnosis in inclusive settings. The student must be familiar with the output of the special education diagnostic process as well as understand the measurement issues involved in the diagnostic activity. The student must know specific special-educational diagnostic methods and be able to apply them at a basic level. The student shall be proficient in the diagnosis of the basic areas of motor, laterality, self-care, communication skills, visual, auditory, tactile, and kinesthetic perception. The student is proficient in the orientation examination of sensory organ function. Can use the results of diagnostic activities in practice. Knows the characteristics of the special educator as a diagnostician. Can identify the individual characteristics of the child/pupil (basic biological, psychological and sociological aspects of the development of children and young people with SEN). Can identify the socio-cultural context of the child/pupil's development (different contexts of ontogenesis of the child/pupil with special educational needs; particularities of family life with a child/pupil with special educational needs). The student knows the methodological basis of the cognition of children/pupils, school class. The student is able to identify special educational needs of a child/pupil - interpretation of diagnostic conclusions and recommendations of other professionals (their use in educational situations). The student knows the competencies of the school special educator in special educational diagnostics. The student knows the reports of special-educational examination. The student knows the specifics of special-educational diagnostics in early childhood and preschool age as well as the specifics of special-educational diagnostics in school age. The student knows the issues of the entry of a child with SEN into school - school maturity and school competence of a child with SEN. The student understands collaboration within the school support team.
The student also possesses transferable competencies - e.g. communication skills, analytical skills, interpersonal skills, creativity and abstract thinking skills, critical thinking skills, motivation and learning skills, reasoning in context, metacognitive skills.
State exam
Assessment methods: oral exam, professional discussion, discussion, solving problem tasks.
Compulsory readings:
BARTOŇOVÁ, M. 2020. Přístupy a intervence k jedincům se specifickými poruchami učení. Bratislava: Iris, 2020.
BARTOŇOVÁ, M., VÍTKOVÁ, M. et al. 2016. Vzdělávání se zaměřením na inkluzivní didaktiku a vyučování žáků se speciálními vzdělávacími potřebami ve škole hlavního vzdělávacího proudu. Brno: Masarykova univerzita. 2016. ISBN: 978-80-2106-678-6.
BARTOŇOVÁ, M., VÍTKOVÁ ,M. 2018. Inkluzivní didaktika v praxi základní školy se zřetelem na specifika žáků s lehkým mentálním postižením. 1. vydání. Brno: Munipress, 2018. ISBN 978-80-210-9189-4.
BARTOŇOVÁ, M., VÍTKOVÁ, M. 2020. Efektivní vyučování v heterogenní třídě se zřetelem na metody a učební strategie. 1., elektronické vyd. Brno: Masarykova univerzita, 2020. ISBN 978-80-210-9830-5.
BOOTH, T., AINSCOW, M. 2000. The Index for Inclusion. Developing Learning and Participation in Schools. Bristol: CSIE, 2000.
HÁJKOVÁ, V., STRNADOVÁ, I. 2010. Inkluzivní vzdělávaní. Praha: Garda. 2010. ISBN: 978-80-247-3070.
KEREKRÉTIOVÁ, A. a kol. 2016. Logopédia. Bratislava: Univerzita Komenského, 2016. ISBN 978-80-223-4165-3.
KURUC, M. 2013. Poruchy správania u detí a adolescentov a ich pedagogická diagnostika. Bratislava: Univerzita Komenského v Bratislave, 2013. ISBN 978-80-223-3512-6.
LECHTA, V. (ed), 2016. Inkluzívna pedagogika. Praha: Portál, 2016. ISBN: 978-80-262-1123-5.
LECHTA, V., PORUBOVIČOVÁ, Ľ. a CIRJAKOVÁ, Z. 2017. Výchova a vzdelávanie detí s narušenou komunikačnou schopnosťou v predprimárnom vzdelávaní. In: Aplikácia vzdelávacích programov pre deti so zdravotným znevýhodnením pre predprimárne vzdelávanie. Bratislava: ŠPÚ, 2017. Dostupné na internete: https://www.statpedu.sk/files/sk/deti-ziaci-so-svvp/deti-ziaci-so-zdravotnym-znevyhodnenim-vseobecnym-intelektovym-nadanim/predprimarne-vzdelavanie.pdf
SMETANOVÁ, D. a kol. 2014. Prejavy správania u vybraných skupín žiakov základných škôl. 1. vyd. Bratislava: Univerzita Komenského, Pedagogická fakulta, 2014. ISBN 978-80-89726-17-2.
SCHMIDTOVÁ, M., 2012. Koncepcia inkluzívneho vzdelávania zdravotne znevýhodnených. Bratislava: Úrad vlády, 2012.
TARCSIOVÁ, D. a kol. 2016. Písmo a žiaci so stratou sluchu. Bratislava: IRIS, 2016. ISBN 978-80-89726-88-2.
VANČOVÁ, A. 2010. Základy integratívnej (inkluzívnej) špeciálnej pedagogiky. Bratislava: IRIS, 2010. ISBN 978-80-89238-37-8.
Zákony, vyhlášky a metodické pokyny v aktuálnom znení.
Recommended readings:
BARTOŇOVÁ, M., VÍTKOVÁ, M. 2019. Inkluzivní pedagogika: Distanční studijní text. 1. vyd. Opava: Fakulta veřejných politik v Opavě, 2019. ISBN 978-80-7510-334-5.
BARTOŇOVÁ, M., VÍTKOVÁ , M. 2018. Inkluzivní didaktika v praxi základní školy se zřetelem na specifika žáků s lehkým mentálním postižením. 1. vydání. Brno: Munipress, 2018. ISBN 978-80-210-9189-4.
BARTOŇOVÁ, M., VÍTKOVÁ, M. 2020. Efektivní vyučování v heterogenní třídě se zřetelem na metody a učební strategie. 1., elektronické vyd. Brno: Masarykova univerzita, 2020. ISBN 978-80-210-9830-5.
MEIJER,C. (eds.) 2002. Integrace v Europě – Trendy v 14 evropských zemích. Evropská agentura pro rozvoj speciálního vzdělavání. Praha: Ministerstvo školství, mládeže.
VANČOVÁ, A., KEČKÉŠOVÁ, M., SMETANOVÁ, D. 2017. Ochrana práv dieťaťa a rodiny v Slovenskej republike rámcovaná platnou legislatívou. 1. vyd. Bratislava: Slovak education publishing, 2017. ISBN 978-80-89834-03-7.
VANČOVÁ, A., HAUSKRECHTOVÁ, V.; ZUBOVÁ, M.; VANČOVÁ, A. (ed) 2008. Tímová spolupráca v komplexnej starostlivosti o dieťa s postihnutím raného veku. Zborník. Bratislava, UK PdF, 2008. ISBN 978-80-970100-7-2.
The state exam (including the defense of the final thesis), its conditions, and the procedural side are covered by IR 1/2020 Study Regulations of the FoE CU, as well as IR 5/2021 Study Regulations of the CU.
The student can take the state exam a) after obtaining at least such a number of credits that after obtaining the credits for successfully passing the last state exam, he/she reaches the necessary number of credits for the proper completion of the studies, and b) after successfully completing the mandatory subjects,, mandatory optional subjects and optional subjects in the composition determined by the study program except for the state exam, and c) no disciplinary proceedings are being conducted against him/her.
In the master's degree, it is necessary to obtain 94 credits in the prescribed composition within the study program for its study part. The student receives another 14 credits for the successful defense of the final thesis and 12 credits for the subjects of the state exam.
According to IR 23/2021 Internal system of the quality assurance of HE of the CU in Bratislava, part six, Art. 56, paragraph 2, the student must demonstrate knowledge and understanding of it, demonstrate its application, and the ability to creatively solve problems related to the given field of study in broader contexts in new/unknown/simulated environments. He/she must also demonstrate developed learning skills with a high degree of independence and autonomy.
In particular, the student is evaluated for the following:
- the level of acquisition of the necessary knowledge, skills, and competences necessary for the performance of the indicated profession;
- the level of completion and verbal interpretation of acquired knowledge/skills, the ability to analyze, synthesize, and generalize them;
- the level of student competences (rationality of learning, ability to solve appropriate problem/simulated tasks, level of critical and creative thinking, communication skills, personal and interpersonal competences, etc.).
The rating is given on a scale:
A (excellent - excellent results),
B (very good – above average standard),
C (good – normal reliable work),
D (satisfactorily – acceptable results),
E (sufficient - the results meet the minimum criteria),
Fx (insufficient).
Slovak language, Czech language
1. Inclusion, inclusive education, current status and trends in special education, pedagogical support for pupils with special educational needs in the Slovak Republic.
2. Inclusive education in an international context. Legislative framework in the Slovak Republic (Education Act and its amendment, subsequent decrees).
3. The concept of inclusive didactics (actors of inclusive education, cooperative learning, peer learning, Vygotsky's concept – mediated learning).
4. Conditions for the education of pupils with special educational needs in mainstream schools.
5. Special pedagogical consulting services (consulting workplaces).
6. Environment and conditions for learning in inclusive education (position of the teacher, student, motivation and performance in learning).
7. Special pedagogical diagnostics in a heterogeneous class of elementary school. Individual educational program, characteristics, content, aimed at pupils with special educational needs in primary school.
8. Classroom climate - social inclusion, factors that affect the educational process, communication between parents, teachers, and students.
9. FEP for basic education with emphasis on pupils with special educational needs.
10. Didactic principles, organizational forms used in the education of pupils with special educational needs. The principle of differentiation and individualization in a heterogeneous class environment.
11. Assessment in an inclusive school (formative assessment, motivational, diagnostic, and social function of assessment).
12. Characteristics of individuals with intellectual disabilities - classification, specifics of education (support measures, framework conditions, and means of education).
13. Characteristics of individuals with autism spectrum disorder - classification, specifics of education (support measures, framework conditions, and means of education).
14. Characteristics of visually impaired individuals - classification, specifics of education (support measures, framework conditions, and means of education).
15. Characteristics of pupils with impaired communication skills: classification, specifics of education (support measures, framework conditions, and means of education).
16. Characteristics of pupils with physical disabilities – classification, specifics of education (support measures, framework conditions, and means of education. Characteristics of pupils with multiple disabilities – classification, specifics of education (support measures, framework conditions, and means of education. Cerebral palsy – etiology, forms, and specifics of education with regard to age periods).
17. Characteristics of pupils with hearing impairment - classification of education specifics (support measures, framework conditions, and means of education).
18. Characteristics of pupils with specific learning disabilities and behavioral disorders - classification, specifics of education (support measures, framework conditions and means of education). Professional orientation of pupils with special educational needs.
The educational result is in accordance with the LI CU/FoE, the mission and strategic objectives of the CU/FOE, in accordance with the description of the study field, in accordance with the NKR/SKR/DD, in accordance with the profile of the graduate, in accordance with the goals and outcomes of education in individual subjects of the study plan and other related documents.
At the state exam, the student must demonstrate the following:
- knowledge of approaches and methods of education of children and pupils with special educational needs,
- knowledge of the principles, conditions and implementation of inclusive education in primary and secondary schools,
- control of theoretical and philosophical starting points for determining goals in inclusive pedagogy and education of the disabled,
- knowledge of the goals of education of pupils with SEN, educational programs for pupils with SEN, school documents,
- knowledge of special methods of teaching subjects at the primary level of elementary school for pupils with SEN.
At the state exam, the student must demonstrate the ability to:
- plan, manage, implement and evaluate the educational process of pupils with SEN,
- to know and identify the sociocultural environment and its influence on the development and education of pupils with special educational needs in the context of social inclusion,
- master scientific language, terminological definition, internal division, goals, tasks, subject of inclusive education,
- to implement the specifics of the teaching methods of subjects at the primary level of elementary school for pupils with SEN,
- solve various pedagogical situations that are affected,
- identify and implement support measures for pupils with SEN in the conditions of mainstream schools,
- the ability to apply the methods of special pedagogical diagnostics and inclusive didactics in practice,
- adjust the school environment in favor of the success of a student with SEN, knows how to create individual educational programs in cooperation with other experts, knows the principles of creating their content.
The student should be able to perform the following:
- activities related to the position of a special school teacher in mainstream primary and secondary schools,
- carry out pedagogical and special pedagogical diagnostics in the field of their activity,
- work in a multidisciplinary team, cooperate with other experts within work teams, lead work teams,
- can specify the basic starting points of the conceptual (educational programs) legislative framework of the education and counseling process and can identify barriers to learning in the context of the biopsychosocial model.
As part of the state exam, the student demonstrates and possesses the following transferable skills: analytical skills, abstract and critical thinking skills, communication skills, reasoning in context, metacognitive skills, and supervision skills, comparison skills.
State exam
Assessment methods: oral exam, professional discussion, discussion, solving problem tasks, solving simulated tasks with emphasis on implementing the result in practice, etc.
Compulsory readings:
NÉMETH, O. 2010. Špeciálnopedagogické poradenstvo na Slovensku. - 1. vyd. - Bratislava: Sapientia,. - 198 s. ISBN 978-80-89229-20-8
BIŠČO-KASTELOVÁ, A., NÉMETH, O. 2017. Špeciálnopedagogický poradenský proces. - 1. vyd. - Bratislava : Iris, 2017. - 310 s. Lit. 310 zázn. ISBN 978-80-8200-007-1
BIŠČO-KASTELOVÁ, A., NÉMETH, O. 2020. Základy špeciálnopedagogickej diagnostiky a špeciálnopedagogického poradenstva. - 1. vyd. - Bratislava : IRIS - Vydavateľstvo a tlač, 2020. - 299 s. [print] Lit.: 149 zázn. ISBN 978-80-8200-056-9
BIŠČO-KASTELOVÁ, A. 2014. Diagnostika v špeciálnopedagogickom poradenstve. 1. vyd. - Bratislava : Iris, 2014. - 380 s. Lit. 239 zázn. ISBN 978-80-89726-09-7
Recommended readings:
BIŠČO KASTELOVÁ, A., NÉMETH, O. 2014. Pohľad na niektoré aktuálne problémy špeciálnopedagogického poradenstva na Slovensku. In: Inovácie v teórii a praxi výchovnej a komplexnej rehabilitácie osôb so zdravotným postihnutím [elektronický zdroj]. - Bratislava : Iris, 2014. - S. 350-360 [CD-ROM]. - ISBN 978-80-89726-28-8
DRAPELA, J., HRABAL, V. 1995. Vybrané poradenské smery. Praha: Univerzita Karlova,
NÉMETH, O., BIŠČO KASTELOVÁ, A. 2015. Špeciálnopedagogické poradenstvo v intenciách paradigiem špeciálnej pedagogiky. Lit. 24 zázn. In: Paedagogica specialis 29. - Bratislava : Univerzita Komenského v Bratislave, 2015. - S. 201-208. ISBN 978-80-223-4010-6
The state exam (including the defense of the final thesis), its conditions, and the procedural side are covered by IR 1/2020 Study Regulations of the FoE CU, as well as IR 5/2021 Study Regulations of the CU.
The student can take the state exam a) after obtaining at least such a number of credits that after obtaining the credits for successfully passing the last state exam, he/she reaches the necessary number of credits for the proper completion of the studies, and b) after successfully completing the mandatory subjects,, mandatory optional subjects and optional subjects in the composition determined by the study program except for the state exam, and c) no disciplinary proceedings are being conducted against him/her.
In the master's degree, it is necessary to obtain 94 credits in the prescribed composition within the study program for its study part. The student receives another 14 credits for the successful defense of the final thesis and 12 credits for the subjects of the state exam.
According to IR 23/2021 Internal system of the quality assurance of HE of the CU in Bratislava, part six, Art. 56, paragraph 2, the student must demonstrate knowledge and understanding of it, demonstrate its application, and the ability to creatively solve problems related to the given field of study in broader contexts in new/unknown/simulated environments. He/she must also demonstrate developed learning skills with a high degree of independence and autonomy.
In particular, the student is evaluated for the following:
- the level of acquisition of the necessary knowledge, skills, and competences necessary for the performance of the indicated profession;
- the level of completion and verbal interpretation of acquired knowledge/skills, the ability to analyze, synthesize, and generalize them;
- the level of student competences (rationality of learning, ability to solve appropriate problem/simulated tasks, level of critical and creative thinking, communication skills, personal and interpersonal competences, etc.).
The rating is given on a scale:
A (excellent - excellent results),
B (very good – above average standard),
C (good – normal reliable work),
D (satisfactorily – acceptable results),
E (sufficient – the results meet the minimum criteria),
Fx (insufficient).
Slovak language
Counseling in the education department - definition of the term counseling, genesis of counseling, counseling systems, legislation. Special pedagogical counseling - origin and development in Slovakia. Concepts of special pedagogical counseling. Counseling in the education department - counseling as part of complex rehabilitation, starting points, and goals of special pedagogical counseling. Goals and tasks of special pedagogical counseling under the conditions of inclusive education of children and pupils with special educational needs. Principles in consulting work. Cooperation in special pedagogical counseling - counseling team. First contact, time in counseling, mistakes in counseling work. Special pedagogic counseling process. Communication in the special pedagogic counseling process - verbal communication. Communication in the special pedagogical counseling process, non-verbal communication. Principles, methods, and forms of work in the special pedagogical counseling process. Phases of the special pedagogic counseling process. Characteristics of the counselor, ethical principles in counseling, counselor training, burnout syndrome. Counseling and prevention facilities. Special education diagnostics as part of the special pedagogical counseling process. Creating a report from a special pedagogical examination in the process of special pedagogical counseling. Comprehensive and special pedagogical diagnostics of individuals with intellectual disabilities in the process of special pedagogical counseling. Comprehensive and special pedagogical diagnostics of individuals with visual impairments in the process of special pedagogical counseling. Comprehensive and special pedagogical diagnostics of people with hearing impairment in the special pedagogical counseling. Comprehensive and special pedagogical diagnostics of people with physical disabilities in the process of special pedagogical counseling. Comprehensive and special pedagogical diagnostics of individuals with specific learning disabilities in the process of special pedagogical counseling. Comprehensive and special pedagogical diagnostics of individuals with ADHD in the process of special pedagogical counseling. Comprehensive and special pedagogical diagnostics of people with autism in the process of special pedagogical counseling.
The educational result is in accordance with the LI CU/FoE, the mission and strategic objectives of the CU/FOE, in accordance with the description of the study field, in accordance with the NKR/SKR/DD, in accordance with the profile of the graduate, in accordance with the goals and outcomes of education in individual subjects of the study plan and other related documents.
The student must demonstrate the acquisition of broad knowledge, skills, abilities, and competences from knowledge about special pedagogical counseling, namely:
- the history and current trends of counseling, the causes of the emergence of special pedagogical counseling in Slovakia
- concepts and legal norms governing the issue of special pedagogical counseling,
- special pedagogical counseling as a scientific branch of special education participating in the complex rehabilitation of individuals with special educational needs,
- counseling and prevention facilities,
- special pedagogical counseling process,
- qualification requirements and personality of the advisor,
- communication in the special pedagogical counseling process,
- special education diagnostics as part of the special education counseling process,
- creating a report from a special pedagogic examination in the process of special pedagogical counseling,
- comprehensive and special pedagogical diagnostics of individuals with intellectual, visual, hearing, physical disabilities, individuals with specific learning disabilities, with activity and attention disorders, with autism in the process of special pedagogical counseling.
The student also has transferable skills, e.g. communication skills, analytical skills, interpersonal skills, creativity and the ability to think abstractly, the ability to think critically, motivation and the ability to learn, reasoning in context, and metacognitive skills.
State exam
Assessment methods: oral exam, professional discussion, discussion, additional questions, solving problem tasks, solving simulated tasks with an emphasis on the implementation of the result in practice, practical verification of control and modification of educational materials for the intellectual and multiple disabled, etc.
Compulsory/Recommended readings:
BARTOŇOVÁ, Miroslava; BAZALOVÁ, Magdalena, PIPEKOVÁ, Marie. 2007: Psychopedie. Brno: Paido, 2007. ISBN 978-80-7315-144-7.
GOGOVÁ, Tatiana - KASTELOVÁ, Alexandra , PREČUCHOVÁ ŠTEFANOVIČOVÁ, Andrea - ŠULOVSKÁ, Monika - VANČOVÁ, Alica. 2013:Pedagogika mentálne a viacnásobne postihnutých raného a predškolského veku. 1. vyd. Bratislava: Iris, 2013. - 244 s. ISBN 978-80-89238-90-3
HANÁK, P. a kol. 2005: Diagnostika a edukace dětí a žákú s těžkým zdravotním postižením. Praha: IPPP, 2005. ISBN 80-868556-10-0.
LUDÍKOVÁ, Libuše. 2005: Kombinované vady. Olomouc: UP, 2005. ISBN 80-244-1154-7.
Relevantné právne a pedagogické normy
Štátne vzdelávacie programy pre deti a žiakov s mentálnym postihnutím a s viacnásobným postihnutím
VALENTA, Milan; MULLER, Oldřich. 2003: Psychopedie. Praha: Parta, 2003. ISBN 80-7320-039-2.
VANČOVÁ, Alica a kol. 2010: Edukácia mentálne postihnutých : špeciálne metodiky predmetov špeciálnej základnej školy. - Bratislava : Iris, 2010. - S. 499. - ISBN 978-80-89256-53-2
VANČOVÁ, Alica a kol. 2010: Základy integratívnej (inkluzívnej) špeciálnej pedagogiky. - Bratislava : Iris, 2010.S 282 - ISBN 978-80-89238-37-8
VANČOVÁ, Alica. 2001: Edukácia viacnásobne postihnutých. Bratislava: Sapientia, 2001. ISBN 80-967180-7-X.
VANČOVÁ, Alica. 2005. Základy pedagogiky mentálne postihnutých. Bratislava: Sapientia, 2005. ISBN 80-968797-6-6.
VANČOVÁ, Alica. 2008. Pedagogika mentálne postihnutých (vybrané kapitoly). Bratislava: Mabag, 2008. ISBN 978-80-89113-55-2.
VANČOVÁ, Alica. 2010: Edukácia mentálne postihnutých v prípravnom ročníku špeciálnych základných škôl. In: Edukácia mentálne postihnutých : špeciálne metodiky predmetov špeciálnej základnej školy. - Bratislava : Iris, 2010. - S. 367-392. - ISBN 978-80-89256-53-2
VANČOVÁ, Alica. 2010: Individuálny výchovno-vzdelávací program ako významný prostriedok napomáhajúci integrovanému vzdelávaniu žiakov so zdravotným znevýhodnením. In: Základy integratívnej (inkluzívnej) špeciálnej pedagogiky. - Bratislava : Iris, 2010. - S. 127-152. - ISBN 978-80-89238-37-8
VANČOVÁ, Alica. 2010: Integrovaný spôsob edukácie mentálne postihnutých : úvod do problematiky integrácie, inklúzie a segregácie osôb postihnutím, narušením a znevýhodnením. In: Edukácia mentálne postihnutých : špeciálne metodiky predmetov špeciálnej základnej školy. - Bratislava : Iris, 2010. - S. 410-499. - ISBN 978-80-89256-53-2
VANČOVÁ, Alica. 2010: Pedagogika viacnásobne postihnutých. 1. vyd. Bratislava: KKT, PdF UK, 2010. ISBN 978-80-970228-1-5.
VANČOVÁ, Alica. 2010: Praktická škola ako prvok v sústave špeciálnych škôl. In: Edukácia mentálne postihnutých : špeciálne metodiky predmetov špeciálnej základnej školy. - Bratislava : Iris, 2010. - S. 393-409. - ISBN 978-80-89256-53-2
VANČOVÁ, Alica. 2010: Špecifiká edukácie detí a žiakov s mentálnym postihnutím v špeciálnych základných školách a v špeciálnych triedach : transformácia inštitucionalizovanej edukácie a legislatívne zmeny ovplyvňujúce edukáciu mentálne postihnutých. In: Edukácia mentálne postihnutých : špeciálne metodiky predmetov špeciálnej základnej školy. - Bratislava : Iris, 2010. - S. 13-92. - ISBN 978-80-89256-53-2
VANČOVÁ, Alica. 2010: Špecifiká edukácie pracovného vyučovania. In: Edukácia mentálne postihnutých : špeciálne metodiky predmetov špeciálnej základnej školy. - Bratislava : Iris, 2010. - S. 251-273. - ISBN 978-80-89256-53-2
VANČOVÁ, Alica. 2010: Základy pedagogiky viacnásobne postihnutých. In: Základy integratívnej (inkluzívnej) špeciálnej pedagogiky. - Bratislava : Iris, 2010. - S. 355-395. - ISBN 978-80-89238-37-8
VANČOVÁ, Alica. 2014: Inovácie v teórii, metodológii a praxeológii pedagogiky mentálne postihnutých. - 1. vyd. - Ostrava : Ostravská univerzita, Pedagogická fakulta, 2014. - 200 s. ISBN
VANČOVÁ, Alica. 2018: Špeciálnopedagogické intervencie u viacnásobne postihnutých. Bratislava, IRIS 2018. ISBN 978-80-8200-036-1
VAŠEK, ŠTEFAN - VANČOVÁ, ALICA - GYULA, HATOS - FÖLDIOVÁ, ZSUZSA - KOVÁCSOVÁ, MÁRIA - RADVÁNYIOVÁ, KATALIN - VÁGÖOVÁ, ANNA EVA - JAKUBÓCZYOVÁ, H. - MÁRKUSOVÁ, ESZTER. 1999: Pedagogika viacnásobne postihnutých. - 1. vyd. - Bratislava : Sapientia, 1999. - 282 s. ISBN 80-967180-4-5lh
The state exam (including the defense of the final thesis), its conditions, and the procedural side are covered by IR 1/2020 Study Regulations of the FoE CU, as well as IR 5/2021 Study Regulations of the CU.
The student can take the state exam a) after obtaining at least such a number of credits that after obtaining the credits for successfully passing the last state exam, he/she reaches the necessary number of credits for the proper completion of the studies, and b) after successfully completing the mandatory subjects,, mandatory optional subjects and optional subjects in the composition determined by the study program except for the state exam, and c) no disciplinary proceedings are being conducted against him/her.
In the master's degree, it is necessary to obtain 94 credits in the prescribed composition within the study program for its study part. The student receives another 14 credits for the successful defense of the final thesis and 12 credits for the subjects of the state exam.
According to IR 23/2021 Internal system of the quality assurance of HE of the CU in Bratislava, part six, Art. 56, paragraph 2, the student must demonstrate knowledge and understanding of it, demonstrate its application, and the ability to creatively solve problems related to the given field of study in broader contexts in new/unknown/simulated environments. He/she must also demonstrate developed learning skills with a high degree of independence and autonomy.
In particular, the student is evaluated for the following:
- the level of acquisition of the necessary knowledge, skills, and competences necessary for the performance of the indicated profession;
- the level of completion and verbal interpretation of acquired knowledge/skills, the ability to analyze, synthesize, and generalize them;
- the student's level of competence (rationality of learning, ability to solve appropriate problem/simulated tasks, level of critical and creative thinking, communicative skills, personal and interpersonal competences...);
- the ability to interpret special pedagogical phenomena and processes through scientific language in the pedagogy of the physically disabled, the sick, and the health impaired;
- control of theoretical-philosophical starting points for determining goals in pedagogy for the intellectual and multiple disabled;
- the ability to justify the arguments for which he/she chose the methods of an individual approach within the educational rehabilitation of the intellectual and multiple disabled;
- the ability to apply the knowledge of pedagogy for the intellectual and multiple disabled and other auxiliary disciplines to the educational process;
- control of state education programs (relevant ISCED), creation of school education programs and application of EP for the intellectual and multiple disabled in practice,
- the ability to choose adequate educational methods in relation to the specific diagnoses of pupils with intellectual and multiple disabilities,
- the ability to apply the latest technical and compensatory means and assistive technologies in educational rehabilitation in individual cases,
- the ability to work in a multidisciplinary team, to cooperate with other experts within work teams; to lead work teams,
- the level of communication skills and the application of substitute communication systems for the intellectual and multiple disabled,
- the ability to provide advice, guidance, and consulting services to parents, teachers, and educators of children and pupils with intellectual and multiple disabilities, to provide advice and guidance in the professional orientation of pupils with intellectual and multiple disabilities,
- the skill to prepare educational, corrective, stimulating and developing programs,
- the ability to apply the methods of special pedagogical diagnostics in practice.
- knowledge and characteristics of basic concepts with a focus on specifics in the teaching of students with intellectual and multiple disabilities,
- the ability to design and prepare a lesson for children and students with intellectual and multiple disabilities,
- the ability to characterize, apply, and evaluate didactic methods in teaching for the intellectual and multiple disabled,
- the ability to propose adequate methods for evaluating the performance of students with intellectual and multiple disabilities, to monitor and acquire new and innovative knowledge within the field of pedagogy of intellectual and multiple disabilities.
The rating is given on a scale:
A (excellent – excellent results),
B (very good – above average standard),
C (good – normal reliable work),
D (satisfactorily – acceptable results),
E (sufficient – the results meet the minimum criteria),
Fx (insufficient).
Slovak language, Czech language
The meaning, concept, subject, system, and division of the pedagogy of the intellectual disabled. Definition, terminology, incidence, etiology, and categorization of mental retardation. Selection and diagnostics of the intellectual disabled. Interdisciplinary and educational characteristics of intellectual disabled persons. Theory of communication of the intellectual disabled. Philosophy of special education of the intellectual disabled. Educational rehabilitation of the intellectual disabled. System of schools and facilities for the intellectual disabled. Basics of the theory of education of the intellectual disabled. Goals, components, content, and process of education of the intellectual disabled. The theory of the education of the intellectual disabled as part of the pedagogy of the intellectual disabled - goals, meaning, tasks, classification, history. Education and educational rehabilitation of the intellectual disabled - meaning, goals, tasks, components, history. Curriculum and methods of education of the intellectual disabled. Educational programs for children and pupils with intellectual disabilities according to ISCED. The content and process side of the education of the intellectual disabled in special elementary schools. The content and process side of the education of the intellectual disabled in practical schools. The content and process side of the education of the intellectual disabled in vocational schools. Specifics of the education of intellectual disabled adults. Inclusive education of the intellectual disabled. Classification and evaluation of the results of the education of the intellectual disabled. Special aids and support processes in the education of the intellectual disabled. Direction and management of education. School and family cooperation. Relevant pedagogical and legal standards.
The meaning, concept, subject, system, and division of pedagogy for the multiple disabled. Historiography of pedagogy for the multiple disabled. Definition, terminology, occurrence, and etiology of multiple disabilities in the context of knowledge of related sciences. Categorization of multiple disabilities. Selection and diagnostics of multiple disabilities. Basic characteristics of persons with multiple disabilities. Theory of communication of the multiple disabled. Philosophy of special education of the multiple disabled. System of schools and facilities for multiple disabilities. Comparison of knowledge of the discipline with knowledge from abroad.
Goals, tasks, content, and process of education of multiple disabled in relation to individual categories of MD. Educational characteristics of persons with multiple disabilities. Specifics of education with regard to the type, form, and combination of disabilities. Functional special pedagogical diagnostics and its specificities in individuals with multiple disabilities in relation to education. Specifics in the creation and implementation of individual educational, stimulation, and correction programs. Specific problems in the education of people with multiple disabilities. Specifics of educational rehabilitation and special education for the multiple disabled in institutions of various types. The implication of knowledge of the theory of communication of the multiple disabled people in education. Philosophy of special education of the multiple disabled. Inclusive approaches in MD education. Supporting tools, resources, and multimedia in MD education. Innovations in MD education. System of schools and facilities for multiple disabilities. Comparison of knowledge of the discipline with knowledge from abroad. Relevant pedagogical and legal standards.
The goal of the state exam is to verify the student's knowledge and ability to interpret special pedagogical phenomena and processes from an interdisciplinary aspect with an emphasis on knowledge in the field of pedagogy of the intellectual disabled and education of the intellectual disabled. Likewise, in the field of pedagogy of the multiple disabled and education of the multiple disabled. The student proves that he/she knows the goals, meaning, tasks, division, and history of the theory of education of the intellectual disabled. He/she demonstrates that he/she knows the meaning, goals, tasks, components, history of education, and educational rehabilitation of the intellectual disabled. It presents the adoption of the curriculum and methods for educating the intellectual disabled, as well as educational programs for children and pupils with intellectual disabilities according to ISCED. The student demonstrates that he/she has acquired knowledge about the content and process aspects of the education of the intellectual disabled in special schools. The student demonstrates that he/she has mastered the specifics of educating intellectual disabled adults. He/she gained knowledge about the inclusive education of the intellectual disabled. He/she can apply the classification and evaluation of the results of the education of the intellectual disabled. He/she knows special aids and support processes in the education of the intellectual disabled. He/she familiarized himself/herself with issues of management and management of education and knows the relevant pedagogical and legal standards. Students will demonstrate knowledge, skills and abilities:
- interpret special pedagogical phenomena and processes through scientific language in the field of pedagogy of the intellectual disabled and multiple disabled and education of the intellectual disabled and multiple disabled,
- master the theoretical-philosophical starting points for determining goals in the pedagogy of the intellectual disabled and the multiple disabled,
- to theoretically justify the arguments for which he/she chose the methods of an individual approach within the framework of the education of the intellectual disabled and the multiple disabled,
- apply knowledge of the pedagogy of the intellectual disabled and multiple disabled and other auxiliary disciplines to the educational process of individuals with intellectual disabilities and multiple disabilities,
- control the state educational program (relevant ISCED), create a school educational program and apply the educational program for children and pupils with intellectual disabilities and multiple disabilities, implement a special educational process in various organizational conditions,
- choose adequate educational methods in relation to specific diagnoses of students with intellectual disabilities and multiple disabilities,
- apply the latest technical and compensatory means in educational rehabilitation in individual cases,
- work in a multidisciplinary team, cooperate with other experts within work teams, lead work teams,
- develop communication skills and apply substitute communication systems for the intellectual disabled and multiple disabled,
- to provide advice, guidance, and counseling services to parents, teachers, and educators of children with intellectual disabilities and multiple disabilities
- to provide advice and guidance in the professional orientation of students with intellectual disabilities and those with multiple disabilities
- apply the methods of special pedagogical diagnostics in practice,
- characterize and define basic terms with a focus on specifics in the teaching of students with intellectual disabilities and multiple disabilities,
- characterize, apply, and evaluate didactic methods in teaching students with intellectual disabilities and multiple disabilities,
- propose adequate methods for evaluating the performance of pupils with intellectual disabilities and those with multiple disabilities, monitor and acquire new and innovative knowledge within the field,
- to follow legal and ethical standards in their activities.
State exam
Assessment methods: oral exam, professional discussion, discussion, additional questions, solving problem tasks, solving simulated tasks with an emphasis on implementing the result in practice, practical verification of control and modification of educational materials for the physically disabled, sick and health impaired, etc.
Compulsory readings:
VANČOVÁ, A. 2007. Základy špeciálnej pedagogiky pre prácu so študentmi stredných a vysokých škôl. Bratislava. Univerzita Komenského, 2007. ISBN 978-80-89113-30-9.
HARČARÍKOVÁ, T., KOLLÁROVÁ, E. 2016. Základy pedagogiky telesne postihnutých, chorých a zdravotne oslabených. - 1. vyd. - Bratislava : Iris, 2016. - 165 s. ISBN 978-80-89726-81-3
HARČARÍKOVÁ, T. 2014. Pedagogika telesne postihnutých, chorých a zdravotne oslabených v kontextoch edukácie. - 1. vyd. - Ostrava : Ostravská univerzita, Pedagogická fakulta, 2014. 97 s. ISBN 978-80-7464-631-7
JANKŮ, K., HARČARÍKOVÁ, T. 2016. Multidimenzionalita tělesného postižení z pohledu komplexní rehabilitační péče. - 1. vyd. - Ostrava : Ostravská univerzita, 2016. - 146 s. ISBN 978-80-7464-886-1
HARČARÍKOVÁ, T. 2014. Význam pracovného poradenstva a podporovaného zamestnávania v pracovnej rehabilitácii a sociálnej inklúzii jednotlivcov s telesným postihnutím In: Inkluzivní dimenze primárního a sekundárního vzdělávání ve speciální pedagogice. - Ostrava : Ostravská univerzita, Pedagogická fakulta, 2014. - S. 68-102. - ISBN 978-80-7464-692-8
HARČARÍKOVÁ,T. 2014. Žiak mladšieho školského veku s telesným postihnutím, znevýhodnením a onemocnením In: Inkluzivní vzdělávání žáků mladšího školního věku se speciálními vzdělávacími potřebami. Ostrava : Ostravská univerzita, Pedagogická fakulta, 2014. - S. 139-179. - ISBN 978-80-7464-674-4
HARČARÍKOVÁ, T. 2011. Pedagogika telesne postihnutých, chorých a zdravotne oslabených – teoretické základy. 2011. Bratislava: IRIS. ISBN 978-80-89238-59-0
HARČARÍKOVÁ, T. 2007. Základy pedagogiky telesne postihnutých, chorých a zdravotne oslabených. In Základy špeciálnej pedagogiky
HARČARÍKOVÁ, T. 2008. Pedagogika telesne postihnutých, chorých a zdravotne oslabených. Bratislava : Mabag, 2008. 102 s. ISBN 978-80-89113-54-5
HARČARÍKOVA, T. 2007. Edukácia detí s telesným postihnutím v prípravnom ročníku základnej školy pre telesne postihnutých ako jedna zo špecifických foriem špeciálnopedagogickej intervencie In Špeciálnopedagogická diagnostika, včasná intervencia a špeciálnopedagogické poradenstvo pre znevýhodnené osoby (s postihnutím, narušením, nadaním a talentom), Bratislava : MABAG, s.r.o., 2007 S. 215-231. ISBN 978-80-89113-38-5.
HARČARÍKOVÁ, T. 2005. Poradňa pre voľbu povolania pri Inštitúte pre pracovnú rehabilitáciu občanov so zmenenou pracovnou schopnosťou v Bratislave. In KROČANOVÁ, Ľubica et al. Špeciálnopedagogické poradenstvo- informačný bulletin IX. Bratislava: Metodické centrum, 2005, s. 53- 54. ISBN 80-7164-396-3. 2005.
HARČARÍKOVÁ, T., NAGYOVÁ, K. 2015. Edukácia jednotlivcov s nevyliečiteľnou chorobou ako multidimenzionálny problém. In: MULTIDIMENZIONALITA východisko rozvoja súčasnej špeciálnej pedagogiky – zborník vedeckých príspevkov. s. 183-205. 2015. Bratislava: IRIS. ISBN 978-80-89726-38-7
KOLLÁROVÁ, E. 2007. Somatopédia pre učiteľov. Bratislava: Univerzita Komenského. ISBN 978-80-223-2283-6.2007.
KOLLÁROVÁ, E. 2004. Somatopédia pre vychovávateľov. 2. upravené vyd. Bratislava: Vydavateľstvo UK ISBN 80-223-1591-5
KOLLÁROVÁ, E. 2006. Základy somatopédie. 1. vyd. Bratislava: Vydavateľstvo UK ISBN 80-223-2107-9
KOLLÁROVÁ, E. 2007. Somatopédia pre učiteľov. Bratislava: Univerzita Komenského, 2007. s. 145. ISBN 978-80-223-2283-6.
NAGYOVÁ, K., HARČARÍKOVÁ, T. 2015. Vplyv onkologického ochorenia na edukáciu jednotlivca s týmto ochorením. In: Paedagogica specialis 29. s. 70-78. 2015. Bratislava: Univerzita Komenského v Bratislave. ISBN 978-80-223-4010-6
HARČARÍKOVÁ, T., NAGYOVÁ, K. 2018. Dôsledky onkologického ochorenia na emocionalitu a správania detí predškolského veku. In: Paedagogica specialis: 32. - Bratislava: Univerzita Komenského v Bratislave, 2018. - S. 40–50. – ISBN 978-80-223-4610-8
NAGYOVÁ, K. 2015. Jednotlivec s onkologickým ochorením v kontexte pedagogiky chorých: diplomová práca. Bratislava: PdF, 2015.
NAGYOVÁ, K. 2016. Význam pedagogiky chorých v edukácii jednotlivca s letálnym ochorením. In: Juvenilia paedagogica 2016: aktuálne teoretické a výskumné otázky pedagogiky v konceptoch dizertačných prác doktorandov [CD]. s. 123-128. 2016. Trnava: Trnavská univerzita. ISBN 978-80-8082-965-0
OPATŘILOVÁ, D. Pedagogická intervence v raném a předškolním věku u jedinců s dětskou mozkovou obrnou. Brno: Masarykova Univerzita, 2003. ISBN 80-210-3242-1.
OPATŘILOVÁ,D.2006. Pedagogicko-psychologické poradenství a intervence v raném a předškolním věku u dětí se speciálními vzdělávacími potřebami. Brno: Masarykova Univerzita, 2006. ISBN 80-210-3977-9.
Recommended readings:
HARČARÍKOVÁ, T., MIŠĽANOVÁ, A. 2009. Faktory ovplyvňujúce začleňovanie detí so špeciálnymi výchovno-vzdelávacími potrebami do bežnej materskej školy In Aktuálne otázky špeciálnej pedagogiky na Slovensku (CD ROM), Senec : Slovenská únia mediátorov, 2009 S. 112-130
HARČARÍKOVA, T. 2007. Názory študentov stredného odborného učilišťa pre telesne postihnutú mládež na úroveň prípravy na povolanie v učebných a študijných odboroch a možnosti špeciálnopedagogickej intervencie v tejto oblasti. In Špeciálnopedagogická diagnostika, včasná intervencia a špeciálnopedagogické poradenstvo pre znevýhodnené osoby (s postihnutím, narušením, nadaním a talentom), Bratislava : MABAG, s.r.o., 2007 S. 232-245 ISBN 978-80-89113-38-5.
HARČARÍKOVA, T. 2008. Skúsenosti s aplikáciou LEGO DACTA na 1. stupni ZŠ pre žiakov s telesným postihnutím. In Komplexná rehabilitácia viacnásobne postihnutých : niektoré nové metodiky a programy, Bratislava : MABAG spol. s r.o., 2008 S. 106-124. ISBN 978-80-89113- 43-9.
NAGYOVÁ, K. 2015. Jednotlivec s onkologickým ochorením v kontexte pedagogiky chorých: diplomová práca. Bratislava: PdF, 2015. NAGYOVÁ, K. 2016. Kontinuálne vzdelávanie odborníkov pri práci s deťmi a rodinami v paliatívnej starostlivosti : príklad dobrej praxe. In: Speciální pedagogika. – Roč. 26, č. 4 (2016), s. 377–382. - ISSN 1211-2720
NAGYOVÁ, K., HARČARÍKOVÁ, T. 2019. Siblings of children with oncological illness. In: AD ALTA [elektronický dokument]. - Roč. 9, č. 2 (2019), s. 220–226 [print]. - ISSN (print) 1804-7890
NAGYOVÁ, K., CHLÁDECKÁ, Z. 2017. Hroví špecialisti – hroví terapeuti. In: Paedagogica specialis : 31. – Bratislava : Univerzita Komenského v Bratislave, 2017. - S. 453–462. – ISBN 978-80-223-4438-8
NAGYOVÁ, K., KRALOVIČOVÁ, L. 2016. Možnosti využitia terapeutickej knihy – Iván Gómez: Ajka a Grof v krajine sopiek. In: Reflexie vývoja a trendy rozvoja špeciálnej pedagogiky na Slovensku v medzinárodných kontextoch. – Bratislava : Iris, 2016. – S. 351–357. - ISBN 978-80-89726-79-0
The state exam (including the defense of the final thesis), its conditions, and the procedural side are covered by IR 1/2020 Study Regulations of the FoE CU, as well as IR 5/2021 Study Regulations of the CU.
The student can take the state exam a) after obtaining at least such a number of credits that after obtaining the credits for successfully passing the last state exam, he/she reaches the necessary number of credits for the proper completion of the studies, and b) after successfully completing the mandatory subjects,, mandatory optional subjects and optional subjects in the composition determined by the study program except for the state exam, and c) no disciplinary proceedings are being conducted against him/her.
In the master's degree, it is necessary to obtain 94 credits in the prescribed composition within the study program for its study part. The student receives another 14 credits for the successful defense of the final thesis and 12 credits for the subjects of the state exam.
According to IR 23/2021 Internal system of the quality assurance of HE of the CU in Bratislava, part six, Art. 56, paragraph 2, the student must demonstrate knowledge and understanding of it, demonstrate its application, and the ability to creatively solve problems related to the given field of study in broader contexts in new/unknown/simulated environments. He/she must also demonstrate developed learning skills with a high degree of independence and autonomy.
In particular, the student is evaluated for the following:
- the level of acquisition of the necessary knowledge, skills and competences necessary for the performance of the indicated profession,
- the level of completion and verbal interpretation of acquired knowledge/skills, the ability to analyze, synthesize, and generalize them,
- the student's level of competence (rationality of learning, ability to solve appropriate problem/simulated tasks, level of critical and creative thinking, communicative skills, personal and interpersonal competences, etc.),
- the ability to interpret special pedagogical phenomena and processes through scientific language in the pedagogy of the physically disabled, the sick and the health impaired,
- control of theoretical-philosophical starting points for determining goals in pedagogy of the physically disabled, the sick, and the health impaired,
- the ability to justify the arguments for which he/she chose the methods of an individual approach within the educational rehabilitation of the physically disabled, the sick, and the health impaired,
- the ability to apply the knowledge of pedagogy of the physically disabled, the sick, and the health impaired and other auxiliary disciplines to the educational process,
- control of state education programs (relevant ISCED), creation of school education programs and application of EP for the physically disabled, the sick, and the health impaired in practice,
- the ability to choose adequate educational methods in relation to the specific diagnoses of pupils with physical disability, the illness, and the health impairment,
- the ability to apply the latest technical and compensatory means and assistive technologies in educational rehabilitation in individual cases,
- the ability to work in a multidisciplinary team, to cooperate with other experts within work teams; to lead work teams,
- the level of communication skills and the application of substitute communication systems for the physically disabled, the sick, and the health impaired,
- the ability to provide advice, guidance, and consulting services to parents, teachers and educators of children and pupils with physical disability, the sickness, and the health impairment, to provide advice and guidance in the professional orientation of pupils with physical disability, the sickness and the health impairment,
- the skill to prepare educational, corrective, stimulating and developing programs,
- the ability to apply the methods of special pedagogical diagnostics in practice.
- knowledge and characteristics of basic concepts with a focus on specifics in the teaching of students with physical disability, the sickness and the health impairment,
- the ability to design and prepare a lesson for children and students with physical disability, illness, and the health impairment,
- the ability to characterize, apply, and evaluate didactic methods in teaching for the physically disabled, the sick, and the health impaired,
- the ability to propose adequate methods for evaluating the performance of students with physical disability, the sickness, and the health impairment, to monitor and acquire new and innovative knowledge within the field of pedagogy of physically disabled, the sick, and the health impaired.
The rating is given on a scale:
A (excellent – excellent results),
B (very good – above average standard),
C (good – normal reliable work),
D (satisfactorily – acceptable results),
E (sufficient – the results meet the minimum criteria),
Fx (insufficient).
Slovak language, Czech language
Pedagogy of the physically disabled, sick and health impaired - terminological definition, goal, subject. Supportive scientific disciplines of pedagogy for the physically disabled, sick, and health impaired. The present and future of the department. Subject development of communication skills and graphomotor skills - history and present of the subject, content, and goal.
Categorization and characteristics of physical disabilities - Definition of basic groups of physically disabled people and their characteristics, etiology of physical disabilities. Specifics of teaching in a school with MF (hospital, treatment center, sanatorium). Factors that influence the course of the teaching process. The impact of illness on the educational process. Phases of the teacher's work.
School educational program for sick and disabled students - basic characteristics and specifics of the educational program. Subject development of movement skills in students with physical disabilities. Basic characteristics and objective of the subject. Locomotor and nonlocomotor movement skills. Give specific examples.
Educational program for sick and health-impaired pupils - basic characteristics, specifics of the educational program. Specifics of work teaching in elementary schools for pupils with physical disabilities, considering the type and degree of physical disability. Motor exercises and development of basic work skills for pupils with different types and degrees of physical disabilities. Give specific examples.
A system of schools and facilities for the physically disabled, the sick, and the health impaired. History. The present. Basic characteristic. Mission. Developing movement skills in students with physical disabilities. The influence of physical disability on the development of movement skills of pupils with physical disabilities. Activities in nature and seasonal exercise activities.
Vocational preparation for the physically disabled, sick and health impaired. Pre-professional training. Job counseling. Preparation for the profession. An individual with a physical disability, illness, and health impairment in the labor market. Comparison of individual teaching options in elementary school in a medical facility (hospital, treatment center, sanatorium).
Education of the physically disabled, the sick and the health impaired in the conditions of mainstream schools. Integration/ Inclusion. The pros and cons. Communication problems of individuals with physical disabilities - characteristics, causes of disorders, and their impact on the education of students with physical disabilities.
Educational program for students with physical disabilities. Characteristics. Specific and specific teaching subjects and their characteristics. Content, tasks, and goals of special writing training and special reading training for children and pupils with physical disabilities.
A sick and health impaired individual. Characteristics of individual concepts. Disease. Health impairment. Acceptance of the the fact of illness. Compensation factors. Social consequences of the disease. Special methodology for children and pupils with physical disabilities to write on the computer. Specify a specific exercise model.
Cerebral palsy (CP). Characteristics of the individual forms of DMO. Specifics of education of children and pupils with DMO. An individual with DMO in adulthood. Principles of developing movement and speech in children and pupils with cerebral palsy. Characteristics and use in practice.
An incurable/lethal illness. An individual with an incurable/lethal disease and its specifics. Specifics and possibilities of education of an individual with an incurable/lethal disease. Family and its specifics. Communication with the terminally ill. Educational program for students with physical disabilities. Characteristics of individual educational areas. Specifics of teaching individual subjects with regard to the type and degree of physical disability. Give examples from teaching practice.
Comprehensive rehabilitation care for people with physical disabilities. Components of complex rehabilitation care, their characteristics and goals. Developing movement skills in students with physical disabilities. Psychomotor exercises and games. Manipulation, movement, and preparatory sports games. Give specific examples.
Specifics of early and preprimary care for children with physical disabilities, illness, and health impairment. Institutional care and its specifics. Preparatory exercises in developing communication skills and graphomotor skills, division, characteristics. Application of the exercise model to specific physical disabilities.
Elementary school for students with physical disabilities. Characteristics, mission, and specifics of the school. Factors that influence the course of the teaching process for students with different types and degrees of physical disabilities. Teaching principles for pupils with physical disabilities. Special writing methodology for children and pupils with upper limb amputations. Specify a specific exercise model.
School in the medical facility (PS at MF). Characteristics and specifics of the school (hospital, treatment center, sanatorium). The teaching process and its specifics in elementary schools at MF. Characteristics of educational content. Cooperation with the tribal school. Special writing methodology for children and pupils with CP. Specify a specific exercise model.
Inclusive education of pupils with physical disabilities, illness, and health impairment - conditions, specifics, legislation. Special writing methodology for children and pupils with congenital anomalies of the upper limbs. Specify a specific exercise model.
Didactic principles, forms, and methods of teaching for the physically disabled, sick, and health impaired. The subject is occupational teaching for pupils with physical disabilities. Characteristics, specifics, goals and content at the primary level of education. Specifics of vocational training with regard to the type and degree of physical disability. Give examples based on the type and degree of physical disability.
Counseling in the pedagogy of the physically disabled, sick, and health impaired with regard to the individual stages of development and with regard to the type and degree of physical disability, illness, and health impairment in the conditions of inclusive education. Prominent personalities in the pedagogy of the physically disabled, sick, and health impaired and their work and significance.
The graduate has mastered theoretical knowledge in the field of education of the physically disabled, the sick, and the health impaired, and understands the principles and rules of the process of educating these pupils, as well as its specifics. He/she has an overview of the system of education of the physically disabled, the sick and the health impaired, and the processes related to it, and he/she knows special methods of educating the physically disabled, the sick, and the health impaired. He/she knows the current state educational programs, and he/she knows the theoretical foundations of designing, implementing, and evaluating the education process. In addition to theoretical knowledge, he has mastered pedagogical skills in managing the educational process/education of the physically disabled, the sick, and the health impaired with different etiology, type, and degree of disability with an emphasis on primary education. He/she can independently record, analyze, and solve various pedagogical situations, also with regard to the consequences of physically disabled, the sick and the health impaired, and he/she has the skills to manage and organize the educational process of the physically disabled, the sick and the health impaired in special, but also inclusive conditions. He/she is able to identify and adequately personalize the individual needs of the target group and respond to them effectively in a methodical and didactic manner. He/she has acquired knowledge and skills in the field of developing communication skills and graphomotor skills in the physically disabled.
He/she masters the procedures and has skills in the field of self-care for the physically disabled, the sick, and the health impaired. He/she has acquired competencies in the field of reading and special writing training for pupils with physical disabilities. He/she controls the specifics of educating sick students and can identify the consequences of illness, chronic illness and incurable illness on the educational process. Last but not least, the graduate understands the needs and specifics of pupils with physical disabilities, sickness and health impairment, can carry out the diagnostic process, correctly evaluate it, and apply special pedagogical interventions in practice with a focus on the support and development of the physically disabled, the sick and the health impaired.
Concretization of the achievement of educational goals and outputs
The student masters the scientific language, the terminological definition of the pedagogy of the physically disabled, the sick and the health impaired, integration into the system of sciences, internal division, goals, tasks, subject. Knows the supportive disciplines of the pedagogy of the physically disabled, the sick and the health impaired, the characteristics of individual groups of physical disabilities, diseases and health impairments and knows their differentiation.
He/she will demonstrate knowledge in the field of comprehensive rehabilitation care for the physically disabled, the sick, and the health impaired.
He/she controls the characteristics of the cognitive processes of individuals with physical disabilities, sickness, and health impairment.
Can describe the process of education of children and pupils with physical disabilities, sickness and health impairment in ordinary schools, special pedagogical support for the education of children and pupils with physical disabilities, sick and health impairment in ordinary schools.
He/she knows and orients himself/herself in the institutionalization of individuals with physical disabilities, sickness, and health impairment – he/she knows educational institutions in their historical and current context.
Can justify the need for special pedagogic counseling for the physically disabled, sick and health impaired, its goals, focus, tasks. He/she controls and knows how to apply the specifics of the counseling process with individuals with physical disabilities, the sickness, and the health impairment.
He/she understands and is able to define the specifics of early and preschool care for children with physical disabilities, illness, and health impairment, as well as the specifics of care for individuals in productive and post-productive age.
Knows, understands, and can interpret goals, methods, principles, and didactic procedures in pre-primary, primary and lower secondary education of individuals with physical disabilities, illness, and health impairment. He/she knows the specifics of their education for the visually impaired, general educational strategies, didactic procedures in education.
Orients himself/herself in the composition of educational programs and the program for pupils with physical disabilities, illness, and health impairment for primary and lower secondary education
He/she can adjust the school environment in favor of the success of a pupil with a physical disability, illness, and health impairment, he/she knows how to create individual educational programs in cooperation with other experts, and he/she knows the principles of creating their content.
He/she can teach subjects from the field of Special Pedagogical Support, developing communication skills and graphomotor skills, and developing movement skills.
Demonstrates sufficient organizational skills applicable in the educational process of the physically disabled, sick, and health impaired, knows how to use specific strategies in teaching creatively, but at the same time critically. Within the area focused on counseling, he/she applies interpersonal skills. In addition to all this, he/she is proficient in working with digital and assistive technologies.
State exam
Assessment methods: oral exam, professional discussion, discussion, solving problem tasks
Compulsory/ Recommended readings:
• HAMPL, I. - SCHMIDTOVÁ, M:2016. Špecifiká edukácie detí s poruchou sluchu v ranom veku. Bratislava: IRIS. 2016. 185 s.. ISBN 978-80-89726-85-1.
• HOVORKOVÁ, S. – RZYMANOVÁ. M. – TARCSIOVÁ, D. (2018): Máme dieťa s poruchou sluchu 1. Bratislava: Nadácia Pontis, 2018 s. 547. ISBN 978-80-89895-11-3.
• HOVORKOVÁ, S. – RZYMANOVÁ. M. – TARCSIOVÁ, D. (2018): Máme dieťa s poruchou sluchu 2. Bratislava: Nadácia Pontis, 2017. 442 s. ISBN 978-80-89895-06-9.
• SCHMIDTOVÁ, M. a kol. 2016. Teória edukácie žiakov so SP 1 Bratislava: Iris, 2016.145s. ISB ISBN 978-80-89726-59-2.
• SCHMIDTOVÁ, M. 2009. Orálne a auditívno-verbálne prístupy vo vzdelávaní detí a žiakov so SP. Bratislava: MABAG spol. s r. o., 2009. 98 s. ISBN 978-80-89113-66-8.
• SCHMIDTOVÁ, M. 2017. Korekcia artikulácie u detí so sluchovým postihnutím. Bratislava: Iris, 2017. 165s. ISBN 978-80-8200-012-5.
• TARCSIOVÁ, D. a kol. Písmo a žiaci so stratou sluchu. Bratislava: IRIS, a.s. 426 s. ISBN 978-80-89726-88-2.
•TARCSIOVÁ, D. Posunkový jazyk a vzdelávanie nepočujúcich. Bratislava: IRIS, a.s. 315 s. ISBN 978-80-8200-040-8.
The state exam (including the defense of the final thesis), its conditions, and the procedural side are covered by IR 1/2020 Study Regulations of the FoE CU, as well as IR 5/2021 Study Regulations of the CU.
The student can take the state exam a) after obtaining at least such a number of credits that after obtaining the credits for successfully passing the last state exam, he/she reaches the necessary number of credits for the proper completion of the studies, and b) after successfully completing the mandatory subjects,, mandatory optional subjects and optional subjects in the composition determined by the study program except for the state exam, and c) no disciplinary proceedings are being conducted against him/her.
In the master's degree, it is necessary to obtain 94 credits in the prescribed composition within the study program for its study part. The student receives another 14 credits for the successful defense of the final thesis and 12 credits for the subjects of the state exam.
According to IR 23/2021 Internal system of the quality assurance of HE of the CU in Bratislava, part six, Art. 56, paragraph 2, the student must demonstrate knowledge and understanding of it, demonstrate its application, and the ability to creatively solve problems related to the given field of study in broader contexts in new/unknown/simulated environments. He/she must also demonstrate developed learning skills with a high degree of independence and autonomy.
In particular, the student is evaluated for the following:
- the level of acquisition of the necessary knowledge, skills, and competences necessary for the performance of the indicated profession;
- the level of completion and verbal interpretation of acquired knowledge/skills, the ability to analyze, synthesize, and generalize them;
- the level of student competences (rationality of learning, ability to solve appropriate problem/simulated tasks, level of critical and creative thinking, communication skills, personal and interpersonal competences, etc.).
The rating is given on a scale:
A (excellent – excellent results),
B (very good – above average standard),
C (good – normal reliable work),
D (satisfactorily – acceptable results),
E (sufficient – the results meet the minimum criteria),
Fx (insufficient).
Slovak language, Czech language
1. Speech and language development in children with HI. Assessment of the language and speech level of DSP. The sound level of the language. Language competences in relation to the education of children with HI. Assessment of the language and speech level of DSP.
2. Methods of education of the hearing impaired primarily using spoken language: oral method, auditory-verbal method. Their theoretical starting points, basic principles, and use. Education programs for children with HI based on oral methods and auditory-verbal approaches.
3. Methods of education for hearing impaired using sign language. Total communication. Simultaneous communication. Bilingual approach. Their theoretical starting points, basic principles, and use.
4. Bimodal bilingualism and pedagogy of hearing impaired.
5. Early education of the hearing impaired. Basic characteristics, definition of terms, principles, procedures of education in early education. Forms of implementation of early education for children with hearing loss. The role of special pedagogical counseling in inclusive education of the hearing impaired and in early care.
6. Developing literacy in the pedagogy of the hearing impaired. Emergent literacy, its characteristics, and possibilities of use in the pedagogy of the hearing impaired. Developing elements of emergent literacy. Reading literacy in children with HI, factors influencing reading performance in the hearing impaired. Diary and the method of working with the diary. Different approaches to reading. Implicit and intuitive methods of learning to read.
7. Goals of education and training of pupils with HI, profile of a graduate of primary education with HI
School documents and materials and their use. Educational program for pupils with HI. Educational areas, teaching subjects, key competencies. Content standard, performance standard, key competencies, and their application in primary schools. Thematic plans. The role of methodological associations and subject commissions.
8. Special teaching methods of individual subjects at the primary level of education. Position of individual subjects in the state educational program, characteristics of the teaching subject, competences of the teacher and the pupil. Objectives and meaning of the subject. Content, tasks, methods, didactic aids, didactic technique, and organizational forms of education in the subject.
9. Hearing disorders in combination with other disorders and disabilities. Basic characteristic. Institutionalized care for children with HI and other disabilities. Education, training, and rehabilitation of a child with HI with mental retardation. Upbringing, education, and rehabilitation of a deaf-blind child
The educational result is in accordance with the LI CU/FoE, the mission and strategic objectives of the CU/FOE, in accordance with the description of the study field, in accordance with the NKR/SKR/DD, in accordance with the profile of the graduate, in accordance with the goals and outcomes of education in individual subjects of the study plan and other related documents.
At the state exam, the student must demonstrate the following:
- knowledge of the methods of education of children and pupils with hearing impairment using primarily spoken language and sign communication,
- knowledge of the principles, conditions and implementation of early care for children with hearing impairment,
- knowledge of the speech and language development of children and pupils with hearing impairment,
- knowledge about the goals of raising and educating pupils with HI, the educational program for pupils with HI, school documents,
- knowledge of special methods of teaching subjects at the primary level of PS for HI,
- knowledge of special teaching methods for specific subjects.
A student must demonstrate the ability to:
- plan, manage, implement and evaluate the educational process of students with hearing impairment,
- to know and identify the sociocultural environment and its influence on the development and education of students with hearing impairment,
- to implement the specifics of teaching subject methodologies at the primary level of PS for HI,
- master specific forms of communication and be able to apply them in the educational process,
- solve various pedagogical situations that are affected by hearing impairment,
- identify and implement support measures for students with hearing impairment in the conditions of mainstream schools.
The student should be able to perform the following:
- activities related to the position of teacher for students with hearing impairments at the primary level of PS for HI,
- activities related to the position of a special school teacher in mainstream primary and secondary schools,
- to carry out pedagogical and special pedagogical diagnostics in the field of action.
As part of the state exam for the subject Pedagogy of the hearing impaired and education of the hearing impaired, the student demonstrates the following transferable skills: analytical skills, abstract and critical thinking skills, communication skills, reasoning in context, metacognitive skills, supervision skills, comparison skills.
State exam
Assessment methods: oral exam, professional discussion, discussion, supplementary questions, solving problem tasks, solving simulated tasks with an emphasis on the implementation of the result in practice, practical verification of the ability to read and write Braille, control the processes of orientation and mobility, and the processes of modifying educational materials for SEN and others.
Compulsory readings:
LOPÚCHOVÁ, J. 2011. Základy pedagogiky zrakovo postihnutých. Bratislava: IRIS. S. 245. ISBN 978-80-89238-61-3.
LOPÚCHOVÁ, J., KRAJČÍ, P. 2014. Teória a výskum digitálnych a asistenčných technológií v inkluzívnej špeciálnej pedagogike. 1. vyd. Ostrava : Ostravská univerzita, Pedagogická fakulta, 2014. - 199 s. ISBN 978-80-7464-675-1(časť o MM pre ZP)
LOPÚCHOVÁ, J. Reedukácia a komplexná rehabilitácia zraku u jednotlivcov so zrakovým postihnutím. 1. vyd. Bratislava : Iris, 2010. - 210 s. + 1 CD-ROM. ISBN 978-80-89238-40-8
NÉMETH, O. 1999. Slabozrakosť ako pedagogický problém. Bratislava: Sapientia, 1999. ISBN 80-967180-5-3 113.
Vzdelávací program pre deti a žiakov so zrakovým postihnutím. Schválilo Ministerstvo školstva Slovenskej republiky pod číslom CDE2008-18550/39582-1:914 dňa 26. mája 2009.
LOPÚCHOVÁ, J. 2014. Špecifiká edukácie jednotlivcov so zrakovým postihnutím v inkluzívnom prostredí s akcentom na saturáciu ich špeciálnych edukačných potrieb. In: Interdisciplinární pohledy na jinakost : 2. olomoucké speciálněpedagogické dny. Olomouc : Univerzita Palackého, 2014. S. 145-158. ISBN 978-80-244-4483-3.
LOPÚCHOVÁ, J. 2014. Saturácia špeciálnych edukačných potrieb u žiakov mladšieho školského veku so zrakovým postihnutím v inkluzívnych podmienkach. In: Inkluzivní vzdělávání v globálních a v užších kontextech : předškolní a základní vzdělávání. Ostrava : Ostravská univerzita, Pedagogická fakulta, 2014. - S. 59-67. - ISBN 978-80-7464-659-1.
LOPÚCHOVÁ, J. 2014. Žiak mladšieho školského veku so zrakovým postihnutím. In: Inkluzivní vzdělávání žáků mladšího školního věku se speciálními vzdělávacími potřebami. Ostrava : Ostravská univerzita, Pedagogická fakulta, 2014. S. 180-212. ISBN 978-80-7464-674-4
BIŠČO KASTELOVÁ, A., LOPÚCHOVÁ, J., SCHMIDTOVÁ, M., TARCSIOVÁ, D. 2013. Pedagogika zmyslovo postihnutých raného a predškolského veku. 1. vyd. Bratislava :Iris, 2013. 325 s. ISBN 978-80-89238-83-5 (časť publikácie venovaná ZP)
LOPÚCHOVÁ, J. 2011. Špecifiká procesu diagnostiky u detí raného a predškolského veku so zrakovým postihnutím. In: Paedagogica specialis 25. Bratislava : Univerzita Komenského, 2011. S. 32-47. ISBN 978-80-223-2862-3
LOPÚCHOVÁ, J., NÉMETH, O. 2021. Propedeutika andragogiky zrakovo postihnutých. 1. vyd. Bratislava :Iris, 2021. - 84 s. ISBN 978-80-8200-077-4.
Recommended readings:
LOPÚCHOVÁ, J. 2008. Pedagogika zrakovo postihnutých: (vybrané kapitoly). 1. vyd. Bratislava: Mabag, 2008. - 100 s. ISBN 978-80-89113-53-8.
ČAJKA, K. 2007. Úvod do pedagogiky zrakovo postihnutých. Ružomberok: PdF KU, 2007. S. 70. ISBN 978-80-8084-245-1.
FINKOVÁ, D. a kol. 2007. Speciální pedagogika osob se zrakovým postižením. Olomouc: UPOL, 2007. ISBN 978-80-24417-99-8.
JESENSKÝ, J. a kol. 2007. Prolegomena systému tyflorehabilitace a metodiky tyflorehabilitačních výcviků. 1. vyd. Praha: UJAK, 2007. 659 s. ISBN 978-80-86723-49-5.
LOPÚCHOVÁ, J. 2012. Transdisciplinárny model tímového prístupu k deťom so zrakovým a viacnásobným postihnutím v ranom veku. In: Pohledy na inkluzivní vzdělávání zdravotně postižených. - Olomouc : Univerzita Palackého, 2012. - S. 44-54. - ISBN 978-80-244-3372-1
LOPÚCHOVÁ, J., ONDRÁČKOVÁ, Ž. 2020. Orientácia a mobilita ako významný determinant nezávislosti seniorov so zrakovým postihnutím. 1. vyd. Bratislava : Iris, 2020. 106 s. ISBN 978-80-8200-048-4.
LOPÚCHOVÁ, J., VÝBERČIOVÁ, M. 2021. Špeciálne edukačné potreby jednotlivcov s poruchami zraku v produktívnom veku v oblasti ich ďalšieho vzdelávania. 1. vyd. Bratislava: Iris, 2021. 108 s. ISBN 978-80-8200-078-1.
LOPÚCHOVÁ, J., KOLNÍKOVÁ, H. 2016. Kvalitatívna analýza systému komplexnej rehabilitácie jednotlivcov so zrakovým postihnutím na Slovensku. In: Paedagogica specialis 30. Bratislava : Univerzita Komenského v Bratislave, 2016. S. 158-168. ISBN 978-80-223-4155-4
LOPÚCHOVÁ, J., OBETKOVÁ, V. 2018. Proces adaptácie vodiaceho psa na nové prostredie a súčinnosť v dyáde jednotlivec so zrakovým postihnutím - vodiaci pes. In: Teória a praxeológia výchovnej a komplexnej rehabilitácie : zborník vedeckých príspevkov. - Brno : MSD, 2018. - S. 254-275. - ISBN 978-80-7392-286-3
LOPÚCHOVÁ, J. 2019. Raná starostlivosť o deti so zrakovým postihnutím v intenciách empirických aktivít In: Historické reflexie a nové výzvy v slovenskej a českej špeciálnej pedagogike za posledných 100 rokov. - Brno : MSD, 2019. - S. 67-118 [3,2 AH]. - ISBN 978-80-7392-303-7
LOPÚCHOVÁ, J., JEŽÍKOVÁ, M. 2017. Teoreticko-empirické aspekty čitateľskej gramotnosti žiakov so zrakovým postihnutím. 1. vyd. Bratislava : Iris, 2017. - 246 s. ISBN 978-80-8200-017-0
VÁGNEROVÁ, M. Oftalmopsychologie dětského věku. Praha: KAROLINUM, 1995. ISBN 80-7184-053-X.
VANČOVÁ, A., HARČARÍKOVÁ, T., LOPÚCHOVÁ, J. a kol. 2012. Špeciálna pedagogika raného a predškolského veku. 1. vyd. Bratislava : Iris, 2012. - 462s. ISBN 978-80-89238-68-2
The state exam (including the defense of the final thesis), its conditions, and the procedural side are covered by IR 1/2020 Study Regulations of the FoE CU, as well as IR 5/2021 Study Regulations of the CU.
The student can take the state exam a) after obtaining at least such a number of credits that after obtaining the credits for successfully passing the last state exam, he/she reaches the necessary number of credits for the proper completion of the studies, and b) after successfully completing the mandatory subjects, mandatory optional subjects and optional subjects in the composition determined by the study program except for the state exam, and c) no disciplinary proceedings are being conducted against him/her.
In the master's degree, it is necessary to obtain 94 credits in the prescribed composition within the study program for its study part. The student receives another 14 credits for the successful defense of the final thesis and 12 credits for the subjects of the state exam.
According to IR 23/2021 Internal system of the quality assurance of HE of the CU in Bratislava, part six, Art. 56, paragraph 2, the student must demonstrate knowledge and understanding of it, demonstrate its application, and the ability to creatively solve problems related to the given field of study in broader contexts in new/unknown/simulated environments. He/she must also demonstrate developed learning skills with a high degree of independence and autonomy.
In particular, the student is evaluated for the following:
- the level of acquisition of the necessary knowledge, skills, and competences necessary for the performance of the indicated profession;
- the level of completion and verbal interpretation of acquired knowledge/skills, the ability to analyze, synthesize, and generalize them;
- the level of student competences (rationality of learning, ability to solve appropriate problem/simulated tasks, level of critical and creative thinking, communication skills, personal and interpersonal competences, etc.),
- the ability to interpret special pedagogical phenomena and processes through scientific language in the pedagogy of the visually impaired,
- control of theoretical and philosophical starting points for determining goals in the pedagogy of the visually impaired,
- the ability to justify the arguments for which he/she chose the methods of an individual approach within the educational rehabilitation of the visually impaired,
- the ability to apply the knowledge of pedagogy for the visually impaired and other auxiliary disciplines to the educational process of the visually impaired,
- control of state education programs (relevant ISCED), creation of school education programs and application of EP for VI in practice,
- the ability to choose adequate educational methods in relation to specific diagnoses of visually impaired students,
- the ability to apply the latest technical and compensatory means and assistive technologies in educational rehabilitation in individual cases,
- the ability to work in a multidisciplinary team, to cooperate with other experts within work teams, to lead work teams,
- the level of communication skills and the application of substitute communication systems for the visually impaired,
- the ability to provide advice, guidance, and consulting services to parents, teachers, and educators of children with visual impairments, to provide advice and guidance in the professional orientation of a visually impaired student,
- the skill to prepare educational, corrective, stimulating and developing programs,
- the ability to apply the methods of special pedagogical diagnostics in practice,
- knowledge and characteristics of basic concepts with a focus on specifics in the teaching of visually impaired students,
- the ability to design and prepare a lesson for children and pupils with visual impairments,
- the ability to characterize, apply, and evaluate didactic methods in teaching the visually impaired,
- the ability to propose adequate methods of evaluating the performance of pupils with visual impairments, to monitor and acquire new and innovative knowledge within the field of pedagogy for the visually impaired.
The rating is given on a scale:
A (excellent – excellent results),
B (very good – above average standard),
C (good – normal reliable work),
D (satisfactorily – acceptable results),
E (sufficient – the results meet the minimum criteria),
Fx (insufficient).
Slovak language, Czech language
Pedagogy of the visually impaired (PVI) - terminological definition, inclusion in the system of sciences, internal division, goals, tasks, subject. Supportive disciplines of pedagogy of visually impaired.
Characteristics and differentiation of visually impaired (VI) - Definition of basic groups of individuals with visual impairments and their characteristics, vertical and horizontal aspects of differentiation, etiology, symptomatology.
Comprehensive rehabilitation of visually impaired in Slovakia. Medical rehabilitation. Social rehabilitation. Work rehabilitation. Educational rehabilitation. Institutional care within complex rehabilitation.
Cognitive processes of visually impaired individuals, their characteristics, and specifics. Higher and lower compensation mechanisms.
Education of children and pupils with visual impairments in regular schools. Special pedagogical support for the education of children and pupils with visual impairments in regular schools. School special teacher. Field special educator.
Structure, description, and application of the Braille system (relief-point font) in educational practice. Writing as a means of literacy. Writing as a means of communication.
Communication of visually impaired individuals. Specifics of written, oral, and non-verbal communication of the blind and visually impaired. Communication strategies for the visually impaired.
Spatial orientation and mobility of visually impaired individuals. Orientation point. Orientation sign. Macrospace. Microspace. Trailing-finger technique. Developing ideas about space. Indoor and outdoor orientation. Orientation and walking on stairs. Walking with a guide. Orientation and walking with a guide dog. Guide dog. Characteristics Specifics of walking with a dog. Guide dog training. Guide dog breeds.
Typhography - characteristics of the information deficit of the visually impaired, the role of typhography in the development of individuals with visual impairments, standards in typhography /relief point, relief, relief area, the role of typhography in the education and training of children and pupils with visual impairments.
A long white stick. Functions of the long white stick. LWS grip: basic, pencil, diagonal. LWS techniques – sliding, pendulum.
Aids and devices for the visually impaired. Compensation aids. Corrective aids. Digital and assistive technologies. PC programs for the visually impaired.
Institutionalization of children and pupils with visual impairment. Educational institutions for the visually impaired. Goals and tasks of educational institutions for the visually impaired.
Special educational counseling for people with visual impairments. Goals, focus, tasks. Specifics of the counseling process with visually impaired individuals.
Characteristics of the the personality profile of typhlopedagogue. Possibilities for his professional and personal growth.
Specifics of early and preschool care for visually impaired children.
Specifics of care for individuals of postproductive age.
Pedagogy of free time. Possibilities of interesting activities for people with visual impairment - childhood, adulthood.
Organizations, institutions and associations of interest for the visually impaired - ÚNSS, RSZP, SKN, NGO, OZ, Center for the support of students with SN at the Comenius University and others. Participation of institutions cooperating with the Ministry of Education in the comprehensive care of people with visual impairments.
Possibilities of informal diagnostics of pupils' visual abilities in the educational process.
The re-education process and its conditions. Vision reeducation in preschool and younger school-aged children. Training of individual components of visual perception (training of orientation in space, training of visual differentiation, training of the ability of visual analysis and synthesis, training of visual memory, training of color perception, training of shape perception).
Text editing for students with visual impairments. Text editing for visually impaired. Editing and modification of texts for the blind. Audio books.
Subject Informatics for students with visual impairments.
Primary education of the visually impaired - terminological definition, goals, tasks, forms, methods, means. Didactics as a basis for judicious and erudite organization of learning and teaching processes.
Adjusting the school work conditions of individually integrated pupils with visual impairments.
Individual educational programs. Creation and principles of IEP creation. IEP content for the visually impaired.
Objectives of education and training of primary and lower secondary students. Didactic principles of education for the visually impaired.
Area of special pedagogical support - definition and characteristics and specifics of subjects, spatial orientation/movement education, individual typhopedic exercises - blind students,
Individual typhopedic exercises for low vision students.
Specifics of education for the visually impaired (pre-primary education, primary education, lower secondary education). General educational strategies. Didactic procedures in the education of the visually impaired.
Educational program for pupils with visual impairments for primary and lower secondary education, for primary art education and lower secondary art education (brief characteristics, educational goals, educational areas, organizational conditions of education and training, personnel provision of education and training, material and technical provision of education).
Specifics of the educational process of low visioned and blind students/students with residual vision. Didactic procedures in the education of visually impaired pupils/pupils with residual vision.
Editing of illustrations for students with visual impairments. Editing of illustrations for visually impaired and blind children and pupils. Tactile books. Didactics of introducing illustrations into the educational process.
Didactic analysis and projection of the curriculum. Assessment and evaluation of the educational process.
Education of people with visual impairments in the conditions of ordinary primary and secondary schools. Integration/inclusion of visually impaired individuals.
The graduate has acquired theoretical knowledge in the field of education of the visually impaired, understands the principles and rules of the process of education of the visually impaired, as well as its specifics. He/she has an overview of the system of education of the visually impaired and the processes related to it, and he/she knows special methods of education of the visually impaired. He/she knows the current state educational programs, and he/she knows the theoretical basis of designing, implementing, and evaluating the education process. In addition to theoretical knowledge, he/she has mastered pedagogical skills in managing the educational process/education of the visually impaired with different etiology, type, and degree of disability with an emphasis on primary education. He/she can independently record, analyze, and solve various pedagogical situations, also with regard to the consequences of visual impairments, he/she has the skills to manage and organize the educational process of the visually impaired in special as well as inclusive conditions. He/she is able to identify and adequately personalize the individual needs of the target group and respond to them effectively in a methodical and didactic manner. He/she has acquired knowledge and skills in the field of re-education of visual functions for visually impaired individuals, physiology of visual perception processes, and competence in the field of creation, processing, and implementation of re-education programs for individuals with visual impairments. He/she masters the procedures in the rehabilitation of the visually impaired, has mastered skills in the field of self-service of the visually impaired, spatial orientation and mobility of the visually impaired. He/she has acquired competencies in the field of reading and writing relief-point writing (Braille), as well as typhology, methods of typhology solutions, and their use in the educational process. Last but not least, the graduate understands the needs and specifics of the visually impaired, can carry out the diagnostic process, evaluate it correctly, and apply special pedagogical interventions in practice with a focus on the support and development of the visually impaired.
Concretization of the achievement of educational goals and outputs
The student masters the scientific language, the terminological definition of the pedagogy of the visually impaired, integration into the system of sciences, internal division, goals, tasks, subject. He/she knows the supportive disciplines of pedagogy of the visually impaired, the characteristics of individual groups of visually impaired individuals and knows the differentiation of visually impaired individuals (VI).
He/she will demonstrate knowledge in the field of comprehensive rehabilitation of the visually impaired in Slovakia.
Controls the characteristics of the cognitive processes of people with visual impairment.
Can describe the process of education of children and pupils with visual impairments in regular schools, special pedagogical support for the education of children and pupils with visual impairments in regular schools.
He/she knows the structure, description, and knows how to apply the Braille system (relief-point font) in educational practice.
He/she masters the characteristics and specifics of communication with visually impaired individuals, especially the specifics of written, oral, and non-verbal communication of the blind and low visioned, as well as communication strategies for the visually impaired.
He/she masters the techniques of spatial orientation and mobility of visually impaired individuals and knows how to apply them in practice, he/she knows and can characterize an orientation point, an orientation sign, macrospace, microspace. sliding finger technique (trailing), orientation indoors and outdoors, orientation and walking on stairs, walking with a guide, principles of orientation and walking with a guide dog.
He/she understands the principles of typhlography, knows the basic standards in typhlography /relief point, relief, relief surface, and knows how to apply typhlography in the education and training of children and pupils with visual impairments.
Orients and controls work with aids and devices for the visually impaired.
He/she knows and orients himself/herself in the institutionalization for visual impaired individuals – he/she knows educational institutions for the visually impaired.
He/she can justify the need for special pedagogical counseling for VI, its goals, focus, tasks. He/she controls and knows how to apply the specifics of the counseling process with people with visual impairments. Knows the possibilities of informal diagnostics of pupils' visual capabilities in the educational process.
He/she understands and is able to define the specifics of early and preschool care for children with visual impairments, as well as the specifics of care for individuals in productive and postproductive age.
He/she controls the procedures within the re-education process and knows its conditions and individual areas. He/she can implement in practice the training of the individual components of visual perception (training of orientation in space, training of visual differentiation, training of the ability of visual analysis and synthesis, training of visual memory, training of color perception, training of shape perception).
He/she has the skill to edit and modify texts for visually impaired and blind students.
Knows, understands, and can interpret the goals, methods, principles, and didactic procedures in pre-primary, primary and lower secondary education. He/she knows the specifics of the education of the visually impaired, general educational strategies, didactic procedures in the education of the visually impaired.
It focuses on the composition of educational programs and the program for students with visual impairments for primary and lower secondary education, for primary art education and lower secondary art education.
He/she is able to adjust the school environment in favor of the success of a student with VI, he/she knows how to create individual educational programs in cooperation with other experts, and he/she knows the principles of creating their content.
He/she can characterize subjects from the field of Special Pedagogical Support - Spatial orientation, movement education, individual typhlopedic exercises, and also informatics for pupils with visual impairments.
At the same time, the graduate demonstrates the ability to communicate not only in the normal form of language, but also in Braille, has sufficient organizational skills applicable in the educational process of VI, knows how to use specific strategies in teaching creatively, but at the same time critically. Within the area focused on counseling for VI, he/she applies interpersonal skills. In addition to all this, he/she is proficient in working with digital and assistive technologies.
State exam
Assessment methods: oral exam, professional discussion, discussion, problem solving
Compulsory readings:
BARTOŇOVÁ, M. 2020. Přístupy a intervence k jedincům se specifickými poruchami učení. Bratislava. Iris
BARTOŇOVÁ, Miroslava. 2018. Diagnostické a intervenční přístupy u dětí s narušenou komunikační schopností v předškolním věku In: Paedagogica specialis: 32. Bratislava : Univerzita Komenského v Bratislave, 2018. s. 22-39. ISBN 978-80-223-4610-8.
BARTOŇOVÁ, M., VÍTKOVÁ, M. 2020. Efektivní vyučování v heterogenní třídě se zřetelem na metody a učební strategie. 1., elektronické vyd. Brno: Masarykova univerzita, 2020. 122 s. ISBN 978-80-210-9830-5.
KEREKRÉTIOVÁ, A. a kol. 2016. Logopédia. Bratislava: Univerzita Komenského, 2016. ISBN 978-80-223-4165-3
KURUC, M. 2013. Poruchy správania u detí a adolescentov a ich pedagogická diagnostika. Bratislava: Univerzita Komenského v Bratislave. 2013. ISBN 978-80-223-3512-6
LECHTA, Viktor a kol. 1995. Diagnostika narušenej komunikačnej schopnosti. Martin, Osveta 1995. ISBN 80-88824-18-4
LECHTA, Viktor a kol.2002: Terapia narušenej komunikačnej schopnosti. Martin, Osveta 2002. ISBN 80-8063-092-5.
MIKULAJOVÁ, M. a kol. 2012. Čítanie, písanie a dyslexia. Bratislava: SAL, 2012.
SMETANOVÁ, D. a kol. 2014. Prejavy správania u vybraných skupín žiakov základných škôl. 1. vyd. Bratislava: Univerzita Komenského, Pedagogická fakulta, 2014. ISBN 978-80-89726-17-2
VANČOVÁ, A. 2010. Základy pedagogiky detí (osôb) s narušenou komunikačnou schopnosťou. In: Základy integratívnej (inkluzívnej) špeciálnej pedagogiky. Bratislava: Iris, 2010. s. 537 – 566. ISBN 978-80-89238-37-8.
VANČOVÁ, A.; HARČARÍKOVÁ, T. 2008. (ed) .: Komplexná rehabilitácia viacnásobne postihnutých – niektoré nové metódy a programy. Zborník. Bratislava, UK PdF 2008, ISBN 978-80-89113-43-9
Zákony, vyhlášky a metodické pokyny v aktuálnom znení.
Recommended readings:
BARTOŇOVÁ, M., VÍTKOVÁ, M. 2019. Inkluzivní pedagogika: Distanční studijní text. 1. vyd. Opava, 2019. 179 s. ISBN 978-80-7510-334-5.
BARTOŇOVÁ, M., VÍTKOVÁ , M. a kol. 2017. Support Measures for Students with Special Education Needs in Mainstream Schools in the Czech Republic and Abroad. 1. vyd. Brno: Masarykova univerzita, 2017. 198 s. ISBN 978-80-210-8504-6.
BARTOŇOVÁ, Miroslava. 2015. Approaches to students with learning disorders in inclusive school environment. 1. dotisk 1. vyd. Brno: Masarykova univerzita, 2015. 164 s. ISBN 978-80-210-7110-0.
BARTOŇOVÁ, M., VÍTKOVÁ ,M. 2018. Inkluzivní didaktika v praxi základní školy se zřetelem na specifika žáků s lehkým mentálním postižením. 1. vydání. Brno: Munipress, 2018. 165 s. ISBN 978-80-210-9189-4.
HUTYROVÁ, M. a kol. 2019. Děti a problémy v chování. Etopedie v praxi. Bratislava: Portál, 2019. ISBN 9788026215233.
LECHTA, V., PORUBOVIČOVÁ, Ľ. a CIRJAKOVÁ, Z. 2017. Výchova a vzdelávanie detí s narušenou komunikačnou schopnosťou v predprimárnom vzdelávaní. In: Aplikácia vzdelávacích programov pre deti so zdravotným znevýhodnením pre predprimárne vzdelávanie. Bratislava: ŠPÚ, 2017. Dostupné na internete: https://www.statpedu.sk/files/sk/deti-ziaci-so-svvp/deti-ziaci-so-zdravotnym-znevyhodnenim-vseobecnym-intelektovym-nadanim/predprimarne-vzdelavanie.pdf.
VANČOVÁ, A., KEČKÉŠOVÁ, M., SMETANOVÁ, D. 2017. Ochrana práv dieťaťa a rodiny v Slovenskej republike rámcovaná platnou legislatívou. 1. vyd. Bratislava: Slovak education publishing, 2017. ISBN 978-80-89834-03-7.
ZELINKOVÁ, Olga. 2003. Poruchy učení. Praha: Portál ,2003 ISBN 80-7178-800-7.
The state exam (including the defense of the final thesis), its conditions, and the procedural side are covered by IR 1/2020 Study Regulations of the FoE CU, as well as IR 5/2021 Study Regulations of the CU.
The student can take the state exam a) after obtaining at least such a number of credits that after obtaining the credits for successfully passing the last state exam, he/she reaches the necessary number of credits for the proper completion of the studies, and b) after successfully completing the mandatory subjects, mandatory optional subjects and optional subjects in the composition determined by the study program except for the state exam, and c) no disciplinary proceedings are being conducted against him/her.
In the master's degree, it is necessary to obtain 94 credits in the prescribed composition within the study program for its study part. The student receives another 14 credits for the successful defense of the final thesis and 12 credits for the subjects of the state exam.
According to IR 23/2021 Internal system of the quality assurance of HE of the CU in Bratislava, part six, Art. 56, paragraph 2, the student must demonstrate knowledge and understanding of it, demonstrate its application, and the ability to creatively solve problems related to the given field of study in broader contexts in new/unknown/simulated environments. He/she must also demonstrate developed learning skills with a high degree of independence and autonomy.
In particular, the student is evaluated for the following:
- the level of acquisition of the necessary knowledge, skills, and competences necessary for the performance of the indicated profession;
- the level of completion and verbal interpretation of acquired knowledge/skills, the ability to analyze, synthesize, and generalize them;
- the level of student competences (rationality of learning, ability to solve appropriate problem/simulated tasks, level of critical and creative thinking, communication skills, personal and interpersonal competences, etc.).
The rating is given on a scale:
A (excellent – excellent results),
B (very good – above average standard),
C (good – normal reliable work),
D (satisfactorily – acceptable results),
E (sufficient – the results meet the minimum criteria),
Fx (insufficient).
Slovak language, Czech language and English language
1. Basic terminology, development of SLD paradigms, transformations of the therapeutic approach to solving SLD, including changes in the institutional nature and relevant legislation. A systemic approach to solving problems in Slovakia and European countries.
2. Education legislative framework (Education Act, relevant decrees of the Ministry of Education and Culture). A system of schools and facilities for students with specific learning disabilities, behavior disorders, and impaired communication skills.
3. Causes and etiology of specific learning disabilities and behavior disorders. Manifestations of specific learning disabilities (dyslexia, dysgraphia, dysorthographia).
4. Interdisciplinarity of the field of etopedics. Theoretical concepts of diagnostics, stimulation, and reeducation in etopedic practice.
5. Deficits of partial functions. Primary and secondary prevention of specific learning disabilities. Secondary and primary consequences of behavior disorders and specific learning disabilities.
6. Detailed analysis of the symptoms of ADD and ADHD. Hyperactivity, impulsivity, attention disorders, individual's personality. Personality development of a student with SLD and B (variability of personality development). Definition of behavior disorders in the context of a quality of life perspective. Behavior disorder as a barrier to access to education.
7. Preventive and supportive measures and their application in inclusive education with a focus on the target group of students; basic strategies in the work of a teacher/special teacher. Actors of education – teacher, student from SLD and S.
8. Correction of SLD and S (principles, approaches, methods of dyslexia, dysgraphia, dysortographia, dyscalculia, and other manifestations of SLD). Literacy, the process of reading and writing, and its specifics. Methods of reading and writing in education at the primary level of education in elementary school. Mathematical literacy, dyscalculia, methods, and principles of approach.
9. Development and specifics of cognitive functions (auditory perception, visual perception, memory, thinking). Laterality, right-left orientation, spatial orientation.
10. Specifics of the assessment (school law, formative assessment, motivational, diagnostic and social functions of the assessment). Methodological instructions for the evaluation and classification of primary and secondary school pupils.
11. Communication, communication skills, communication process. The importance of communication in human life. Stages of the communication process.
12. Impaired communication skills (phonological, phonetic, morphological-syntactic, lexical, and semantic aspects of speech in pupils with specific learning disabilities).
13. System of care for individuals with impaired communication skills in our country and abroad. Valid legislation relating to the provision of speech therapy intervention. Logopedic prevention - primary, secondary, tertiary. Development of communication skills within the educational process.
14. Alternative and augmentative communication - characteristics of systems used in pedagogical practice. Support of interventions with special tools and software.
15. Specifics of the approach and forms in inclusive education (conditions, principle, individualization, and differentiation). Strategies and learning preferences of pupils in primary and secondary schools.
16. Social inclusion (teachers, parents, therapist, pupil, participation of parents in meeting the educational needs of the target group. Communication with parents, pupils and teachers in an inclusive school with a focus on inclusion of the target group. Concepts of social exclusion of target groups of etopedia.
17. Study and professional orientation of students with SLD and students with behavior disorders (school, family, career counseling). Approaches and interventions for people with SLD and behavior disorders in adulthood.
18. Identifying needs-motivation, managing the workload and success of individuals with SLD in the learning process, barriers in the learning process.
The educational result is in accordance with the LI CU/FoE, the mission and strategic objectives of the CU/FOE, in accordance with the description of the study field, in accordance with the NKR/SKR/DD, in accordance with the profile of the graduate, in accordance with the goals and outcomes of education in individual subjects of the study plan and other related documents.
At the state exam, the student must demonstrate the following:
- knowledge of approaches and methods of education of children and pupils with specific learning disabilities, behavior disorders, and ICS,
- knowledge of the principles, conditions and implementation of inclusive education in primary and secondary schools for students with SLD and behavior disorders,
- control of theoretical and philosophical starting points for determining goals in the education of pupils with SLD and the behavior disorders of pupils with ICS,
- knowledge of the goals of education and training of pupils with SLD, behavior disorders and ICS, educational programs, school documents,
- knowledge of special teaching methods of specific subjects at the primary level of elementary school,
- the ability to analyze specific manifestations of verbal and nonverbal communication of individuals with a health handicapped and modifies the conditions of the communication context.
At the state exam, the student must demonstrate the ability to:
- plan, manage, implement and evaluate the educational process of pupils with SLD and behavior disorders, ICS,
- to know and identify the sociocultural environment and its influence on the development and education of pupils with SLD and behavior disorders in the context of social inclusion,
- adopt applied approaches and strategies applied in the inclusive education of children, pupils, and students with specific learning disabilities, behavioral disorders, and with impaired communication skills in their teaching (individual approaches, group work),
- master the scientific language, terminological definition, internal division, goals, tasks, subject of pedagogy of individuals with learning disabilities, behavior disorders, and impaired communication skills,
- acquire highly specialized interdisciplinary theoretical knowledge in the fields of pedagogy, psychology, special education, social, communication, and diagnostic intervention, including methodological approaches with regard to the given specialization,
- to implement the specifics of teaching subject methodologies at the primary level of elementary school pupils,
- solve various pedagogical situations that are influenced by the specifics of the education of individuals with learning disabilities and behavior disorders and impaired communication skills,
- identify and implement support measures for pupils with SEN in the conditions of mainstream schools and apply appropriate methods of communication in cooperation with parents/legal representatives in the application of stimulating, corrective, reeducational and compensatory activities,
- the ability to apply in practice methods of special pedagogical diagnostics for pupils with learning disabilities and behavior disorders and impaired communication skills,
- adjust the school environment in favor of the success of a student with learning disabilities, behavior disorders, and impaired communication skills, knows how to create individual educational programs in cooperation with other experts, and knows the principles of creating their content.
The student should be able to perform the following:
- activities related to the position of a school special education teacher in mainstream primary and secondary schools,
- special pedagogical, corrective, educational activities aimed at children, pupils, and students with specific learning disabilities, behavior disorders, and with impaired communication skills,
- to carry out pedagogical and special pedagogical diagnostics in the field of operation,
- perform work in a multidisciplinary team, cooperate with other experts within work teams, lead work teams.
- can specify the basic starting points of the conceptual (educational programs) legislative framework of the education and counseling process and can identify barriers to learning in the context of the biopsychosocial model.
As part of the state exam, the student demonstrates and possesses the following transferable skills: analytical skills, abstract and critical thinking skills, communication skills, reasoning in context, metacognitive skills, and supervision skills, comparison skills.
State exam
Assessment methods: oral exam, professional discussion, discussion, solving problem tasks, solving simulated tasks with emphasis on implementing the result in practice, etc.
Compulsory readings:
ADAMUS, P., VANČOVÁ, A. a LÖFFLEROVÁ, M. 2017. Poruchy autistického spektra v kontextu aktuálních interdisciplinárních poznatků. Ostrava: Pedagogická fakulta Ostravské univerzity, 2017. ISBN 978-80-7464-957-8.
THOROVÁ, K. 2016. Poruchy autistického spektra. 1. vyd. Praha: Portál, 2016. ISBN 978-80-262-0768-9.
VLADOVÁ, K., LECHTA, V. a kol. 2017. Aplikácia vzdelávacích programov pre deti so zdravotným znevýhodnením pre predprimárne vzdelávanie. Bratislava: ŠPÚ, 2017. Dostupné na internete: https://www.statpedu.sk/files/sk/deti-ziaci-so-svvp/deti-ziaci-so-zdravotnym-znevyhodnenim-vseobecnym-intelektovym-nadanim/predprimarne-vzdelavanie.pdf
Vzdelávací program pre žiakov s autizmom alebo ďalšími pervazívnymi vývinovými poruchami – predprimárne vzdelávanie Dostupné na internete: https://www.statpedu.sk/files/sk/svp/statny-vzdelavaci-program/vp-deti-ziakov-so-zdravotnym-znevyhodnenim/vp-deti-ziakov-autizmom-alebo-dalsimi-pervazivnymi-vyvinovymi-poruchami/vp_au_isced-0.pdf
Vzdelávací program pre žiakov s autizmom alebo ďalšími pervazívnymi vývinovými poruchami (bez mentálneho postihnutia) – primárne a nižšie sekundárne vzdelávanie. Dostupné na internete: https://www.statpedu.sk/files/sk/svp/statny-vzdelavaci-program/vp-deti-ziakov-so-zdravotnym-znevyhodnenim/vp-deti-ziakov-autizmom-alebo-dalsimi-pervazivnymi-vyvinovymi-poruchami/vp_aubezmp_isced_1_2.pdf
Vzdelávací program pre žiakov s autizmom alebo ďalšími pervazívnymi vývinovými poruchami (s mentálnym postihnutím) – primárne vzdelávanie. Dostupné na internete: https://www.statpedu.sk/files/sk/svp/statny-vzdelavaci-program/vp-deti-ziakov-so-zdravotnym-znevyhodnenim/vp-deti-ziakov-autizmom-alebo-dalsimi-pervazivnymi-vyvinovymi-poruchami/vp_ausmp_isced-1.pdf
Vzdelávací program pre žiakov s autizmom alebo ďalšími pervazívnymi vývinovými poruchami (s mentálnym postihnutím) – nižšie stredné vzdelávanie. Dostupné na internete: https://www.statpedu.sk/files/sk/svp/statny-vzdelavaci-program/vp-deti-ziakov-so-zdravotnym-znevyhodnenim/vp-deti-ziakov-autizmom-alebo-dalsimi-pervazivnymi-vyvinovymi-poruchami/vzdel-vac-program-pr-au-f.pdf
Vyhláška č. 322/2008 Z. z. o špeciálnych školách.
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov.
Zákon č. 138/2019 Z. z. o pedagogických zamestnancoch a odborných zamestnancoch a o zmene a doplnení niektorých zákonov.
Zákon č. 209/2019 Z. z. Zákon, ktorým sa mení a dopĺňa zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov v znení neskorších predpisov a ktorým sa menia a dopĺňajú niektoré zákony.
Recommended readings:
ADAMUS, P. 2014. Edukace žáků s poruchou autistického spektra v kontextu rozvoje klíčových kompetencí. 1. vyd. Ostrava: Ostravská univerzita, Pedagogická fakulta, 2014. ISBN 978-80-7464-661-4.
BELUŠKOVÁ, D., ŠEDIBOVÁ, A. 2014. Autizmus v praxi. Bratislava: Metodicko-pedagogické centrum v Bratislave, 2014. ISBN 978-80-565-0184-9.
BIŠČO KASTELOVÁ, A. a ŠVÍKOVÁ, K. 2020. Korekcia správania detí s poruchou autistického spektra pomocou behaviorálnych techník. In: Špeciálnopedagogické vedecké a praxeologické problémy v kontexte transformačných procesov. Prešov: Vydavateľstvo Prešovskej univerzity v Prešove, 2020. s. 299 – 320. ISBN 978-555-2591-4.
ČADILOVÁ, V., ŽAMPACHOVÁ, Z. 2008. Strukturované učení: Vzdělávání dětí s autismem a jinými vývojovými poruchami. Praha: Portál, 2008. ISBN 978-80-7367-475-5.
ČADILOVÁ, V., ŽAMPACHOVÁ, Z. a kol. 2012. Metodika práce se žákem s poruchami autistického spektra. 1. vyd. Olomouc: Univerzita Palackého, 2012. ISBN 978-80- 244-3309-7.
DRUŽKOVSKÁ, L., TRELLOVÁ, I. a VANČOVÁ, A. 2020. Hodnotenie preferencií v edukačnom procese detí s poruchami autistického spektra. In: Paedagogica specialis 34. Bratislava: Iris, 2020. s. 356 – 369. ISBN 978-80-223-5049-5.
HRDLIČKA, M., KOMÁREK, V. 2004. Dětský autismus. Praha: Portál, 2004. ISBN 80-7178-813-9.
VANČOVÁ, A. 2005. Vývoj edukačných a podporných služieb pre žiakov s autizmom na Slovensku v období rokov 1990 až 2005. In: Aktuálne otázky teórie a praxe špeciálnej pedagogiky: Aktuálne otázky výchovnej rehabilitácie postihnutých a špeciálnopedagogickej pedeutológie. Bratislava: Sapientia, 2005. s. 302 – 323. ISBN 80-969112-9-5.
VANČOVÁ, A. 2010. Individuálny výchovno-vzdelávací program ako významný prostriedok napomáhajúci integrovanému vzdelávaniu žiakov so zdravotným znevýhodnením. In: Základy integratívnej (inkluzívnej) špeciálnej pedagogiky. Bratislava: Iris, 2010. s. 127 – 152. ISBN 978-80-89238-37-8.
VANČOVÁ, A. 2015. Behaviorálne prístupy a ich využitie v intervenčnom riešení nevhodného správania detí s autizmom. In: Paedagogica specialis 29. Bratislava: Univerzita Komenského v Bratislave, 2015. s. 330 – 353. ISBN 978-80-223-4010-6.
VANČOVÁ, A. 2017. Vzdelávanie žiakov s poruchou autistického spektra bez mentálnej retardácie – príklady dobrej praxe. In: Paedagogica specialis: 31. Bratislava: Univerzita Komenského, 2017. s. 9 – 33. ISBN 978-80-223-4438-8.
VANČOVÁ, A., HLINOVÁ, D., BÁLINTOVÁ, V. 2013. Osobitosti špeciálnopedagogickej intervencie a edukácie dieťaťa s autizmom predškolského veku v špeciálnej materskej škole. In: Výchovná a komplexná rehabilitácia postihnutých v ponímaní špeciálnej pedagogiky. Bratislava: Iris, 2013. s. 395 – 412. ISBN 978-80-89256-93-8.
The state exam (including the defense of the final thesis), its conditions, and the procedural side are covered by IR 1/2020 Study Regulations of the FoE CU, as well as IR 5/2021 Study Regulations of the CU.
The student can take the state exam a) after obtaining at least such a number of credits that after obtaining the credits for successfully passing the last state exam, he/she reaches the necessary number of credits for the proper completion of the studies, and b) after successfully completing the mandatory subjects, mandatory optional subjects and optional subjects in the composition determined by the study program except for the state exam, and c) no disciplinary proceedings are being conducted against him/her.
In the master's degree, it is necessary to obtain 94 credits in the prescribed composition within the study program for its study part. The student receives another 14 credits for the successful defense of the final thesis and 12 credits for the subjects of the state exam.
According to IR 23/2021 Internal system of the quality assurance of HE of the CU in Bratislava, part six, Art. 56, paragraph 2, the student must demonstrate knowledge and understanding of it, demonstrate its application, and the ability to creatively solve problems related to the given field of study in broader contexts in new/unknown/simulated environments. He/she must also demonstrate developed learning skills with a high degree of independence and autonomy.
In particular, the student is evaluated for the following:
- the level of acquisition of the necessary knowledge, skills, and competences necessary for the performance of the indicated profession;
- the level of completion and verbal interpretation of acquired knowledge/skills, the ability to analyze, synthesize, and generalize them;
- the level of student competences (rationality of learning, ability to solve appropriate problem/simulated tasks, level of critical and creative thinking, communication skills, personal and interpersonal competences, etc.).
The rating is given on a scale:
A (excellent – excellent results),
B (very good – above average standard),
C (good – normal reliable work),
D (satisfactorily – acceptable results),
E (sufficient – the results meet the minimum criteria),
Fx (insufficient).
Slovak language (SE in the state language) + languages that are necessary to study compulsory and recommended literature.
Defining the basic terminology of autism spectrum disorders. Legislative framework of education (current Education Act, relevant decrees). Classification and description of autism spectrum disorders. Detailed analysis of symptoms, specific and non-specific manifestations of autism spectrum disorders. Development of individuals with autism spectrum disorders and its specificities. Specifics of communication, forms, and its development in individuals with autism spectrum disorders. Alternative and augmentative communication - characteristics of systems used in individuals with autism spectrum disorders. Interchangeable picture communication system (VOKS - PECS). Specifics of social interactions and development of social skills in individuals with autism spectrum disorders. Specifics in the area of interests, play, and imagination in individuals with autism spectrum disorders and the possibilities of their development. Diagnostics of autism spectrum disorders. History of education of people with autism spectrum disorders in our country and abroad. Education of people with autism spectrum disorders in pre-primary education. Education of individuals with autism spectrum disorders in primary and lower secondary education. Education of individuals with autism spectrum disorders in secondary and higher education institutions. Education of individuals with autism spectrum disorders in inclusive education. Education of individuals with autism spectrum disorders in schools for students with autism and in other schools for students with disabilities. Educational programs for students with autism or other pervasive developmental disorders. Individual educational program and its creation for individuals with autism spectrum disorders. Preventive and supportive measures and their application in inclusive education with a focus on the target group of students with autism spectrum disorders. Identifying needs, motivation, strengths and weaknesses of a student with autism spectrum disorder. TEACCH program and structured learning. Behavioral approaches - verbal behavior approach, traditional approach of applied behavior analysis. Selected special pedagogical and therapeutic interventions used in individuals with autism spectrum disorders. The use of Social Stories in individuals with autism spectrum disorders. Early intervention for individuals with autism spectrum disorders. Reinforcement of desirable behavior in individuals with autism spectrum disorders. Eliminating problematic and aberrant behavior in people with autism spectrum disorders. Intact siblings and a family with a child with autism spectrum disorders - options for support and counseling.
The educational outcome is in accordance with the LI CU/FoE, the mission and strategic objectives of the CU/FOE, in accordance with the description of the study field, in accordance with the NKR/SKR/DD, in accordance with the profile of the graduate, in accordance with the goals and outcomes of education in individual subjects of the study plan and other related documents.
The student must demonstrate adequate theoretical knowledge in the field of pedagogy for individuals with autism spectrum disorders, which he/she will be able to apply in practice. The student must be able to solve problems related to the education and care of individuals with autism spectrum disorders. The student must be able to orient himself/herself in options, intervention, and education of individuals with autism spectrum disorders. With his/her knowledge and skills, the student must demonstrate competence and ability to work with individuals with autism spectrum disorders at any age and in different types of institutions. The student must master methods, methodologies, techniques, and approaches for individuals with autism spectrum disorders. The student must be able to apply the acquired knowledge and skills in practice as a teacher, pedagogical assistant, teacher in a special school, counselor and special school teacher.
The student must demonstrate adequate transferable competencies such as communication competencies, organizational skills, digital skills, analytical skills, interpersonal skills, creativity and abstract thinking ability, critical thinking ability, mentoring and supervisory skills, motivation and ability to learn, contextual reasoning and metacognitive abilities.