26sO

Twenty-six hours of full-time practice in an appropriate contracted facility per semester.

Student Workload:

26 hours of direct practice in contracted schools for the visually impaired (special schools) or in special classes for the visually impaired or in schools with integrated pupils with visual impairment, including analyses of educational activities + 14 hours of preparation + 10 hours of literature study + 5 hours of reflection on the practice. Total 55 hours of student work.

Methods of delivering educational content:

Discussion, observation, methods of practical activity, self-study, analysis and synthesis, analysis of educational situations.

Compulsory readings:

LOPÚCHOVÁ, J. 2009. Základy pedagogiky zrakovo postihnutých. Bratislava: IRIS, 2011. ISBN: 978-80-89238-61-3.

LOPÚCHOVÁ, J. Príručka o vzdelávaní žiaka s poruchou zraku v bežnej škole. Bratislava, IRIS, 2021. S. 86. ISBN 978-80-8200-101-6.

Vzdelávací program pre deti so zrakovým postihnutím pre predprimárne vzdelávanie. Schválilo Ministerstvo školstva, vedy, výskumu a športu Slovenskej republiky pod číslom 2017-2127/20564:14-10G0

Vzdelávací program pre žiakov so zrakovým postihnutí pre primárne a nižšie stredné vzdelávanie, pre primárne umelecké vzdelávanie a nižšie sekundárne vzdelávanie. Schválilo Ministerstvo školstva, vedy, výskumu a športu pod číslom 2016-14674/20284:16-10F0

Pedagogická dokumentácia žiaka. Pedagogická dokumentácia v škole.

Recommended readings:

NÉMETH, O. 1999. Slabozrakosť ako pedagogický problém. Bratislava: SAPIENTA, 1999. ISBN: 9788096718054.

JANKOVÁ, J., MORAVCOVÁ, D. 2017. Asistent pedagoga a dítě se zrakovým postižením. Praha: Prasparta, 2017. ISBN: 978-80-88163-6-9.

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

The course is completed by preparing and handing in a reflection from the practice according to a predetermined muster, which includes preparations for the student's practical outputs in the educational process, records of analyses with the trainee teacher, additional notes (possibly notes of other teachers, experts, the principal, etc.), the student's created practical outputs ( devices, programs, documentation, hospital record, etc.). The student may earn 100 points for reflection and completion of the practicum.

Assessment weighting: 100/0

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, satisfactory - results meet the minimum criteria),

Fx (59-0 points, inadequate - 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. Credit will not be awarded to a student who obtains less than 15 points in any of the four written examinations. To pass the course, a minimum score of 60% is required.

A-excellent performance, the student critically evaluates, knows/manages basic concepts from the theory of education of the visually impaired, is able to apply them in special education practice, actively participates, prepares, conducts the educational process under the supervision of the trainee teacher, actively communicates during the analysis of educational situations, keeps detailed records of the course of the practice, proactively approaches the solution of educational situations, conscientiously prepares for the practical activity;

B-excellent performance, the student knows/manages basic concepts, but critical thinking is reduced, involvement in practice activities and analyses is not very frequent, insights from practice are not complete but correspond to the criteria set by the teacher, implements under the supervision of the trainee teacher the educational process with moderate support, keeps records with minor deficiencies, reflection shows minor deficiencies;

C-good performance, the student translates the knowledge from the theory of education of the visually impaired into practice with difficulties to the full extent, activity on practice and on analyses is lower, notes are stricter, the activity is carried out at the initiative of the teacher, there is a lack of a proactive approach, the reflection is at a lower level of complexity in content, the records show major shortcomings.

D-acceptable performance, student applies learning from the theory of education of the visually impaired to a very limited extent, learns but is not comprehensively able to apply in practice, is less proactive in practice, preparations and records are incomplete, insufficiently broken down, preparation for outcomes is at a low level; student handles outcomes with support from the practicing teacher.

E-minimally acceptable performance, student applies only elements of the curriculum in the theory of education of the visually impaired to a highly limited extent, preparation is minimal, records and preparations are concise with significant deficiencies, outcomes and management of the educational process is problematic with significant support from the teacher; student is not active in practice or analysis;

FX-unacceptable performance, student has not met the specified criteria, fails to lead the educational process, make preparations and be active in the analysis of educational activities.

slovak, czech

The aim of the course is to acquire practical skills and experience to lead the educational process in educational institutions focused on the education of the visually impaired (special schools, special classes), or inclusive education of the visually impaired, to keep pedagogical documentation, to deal with social, communicative, educational and educational situations, to take a personalized approach to pupils with visual impairments, to create appropriate educational conditions for them, including material and technical support.

Observation of educational situations, phenomena and processes of special-educational practice. The student will learn to identify special-educational processes, situations and special-educational phenomena in practice and be able to clearly distinguish and communicate the difference between them. The student is able to relate what is learned to what is observed and what is observed to his/her own experience during the student's active participation in the education of the visually impaired.

Analyzes and analyzes individual activities of special education practice. The student will learn several ways of identifying and analysing individual activities of special-educational practice, he/she will be able to characterise individual activities in theoretical terms, he/she will acquire the ability to extract the methods, forms, means and organisation of work used by the educator, he/she will learn to identify special approaches to pupils with visual impairment. They will learn to react independently to educational phenomena and situations, to solve them, to propose pedagogical solutions and, of course, to lead the educational process under the supervision of the trainee teacher.

Creation of methodological materials. Didactic and methodological procedures. The student is oriented in the supporting educational and methodological materials in the school, develops his/her knowledge and skills to create targeted educational material (including multimedia outputs) and apply it in the process of education of pupils with disabilities according to the instructions of the trainee teacher. They will learn the established procedures and processes of creating educational materials, understand the sequence and continuity of methodological and didactic procedures in practice with regard to the type of educational activity. On a practical level, they will be able to implement didactic procedures (application of training) and subsequently analyse them professionally, didactically and methodologically, critically evaluate them and take measures for improvement under the guidance of the trainee teacher in practice.

Documentation in the process of educational rehabilitation. The student will expand his/her knowledge and experience with the valid school documentation, learn how to keep correct records of pupils and school activities under the guidance of the trainee teacher, identify the various school documents, orient himself/herself in them. Can analyse and evaluate individual entries in the documents, understand their connection to the educational process.

Educational program for children with visual impairment for pre-primary education. Educational programme for pupils with visual impairment for primary and lower secondary education. The student knows and navigates the educational programs, can identify educational objectives and transfer them into written preparations for teaching and apply these objectives to the educational process itself, knows the specifics of approaches and strategies in the education of the visually impaired. He/she knows the framework and scope of the pupil's curriculum, is familiar with the subjects in the field of Special Educational Support and is able to master them didactically.

Hospitalization indicators. The student will develop the ability to create a detailed hospitalization record, identify the methods, principles, means and organization of the teaching process used by the teacher, develop the ability to identify the essential features of the pedagogical process, can chronologically record the contexts and causal phenomena of the pedagogical process. He/she will be able to communicate important findings to the teacher on a professional level and develop a synthesised and comprehensive understanding of teaching pupils with visual impairments.

Analysis of special education, stimulation and rehabilitation programs, analysis of case studies. The student will develop his/her theoretical knowledge of currently used special education, stimulation and rehabilitation programs for the visually impaired, learn to identify the basic elements of case studies (records of the pupil and relevant documentation about him/her) and create and structure case studies on his/her own from observations of pupils in education and from joint activities with them. With the support of the trainee teacher, develops his/her skills in the creation of stimulus programmes/assistances.

100/0

After completing the practice, the student knows the system of education and education of pupils with visual impairments, knows the processes, techniques, methods, principles and means of education of the visually impaired, knows how to communicate at a professional level with all actors of education (including pupils and adapting communication directly to them), can differentiate the tasks assigned to pupils, respecting their pace of work, the type and degree of disability and also their current state of health. He/she is familiar with the material and technical provision of the educational process, understands the role and position of the teacher in the educational process, is aware of the importance of cooperation with other professionals, can work with pedagogical documentation, and can handle real practical activities in schools where pupils with visual impairment are educated, knows the time layering and the course of teaching, can interpret ways of organizing practice, knows and can apply various methods of education, including specific ones, to the educational process, has mastered and can use educational strategies to support the pupil and overcome various deficits resulting from visual impairment. He/she has mastered professional terminology and the basics of pedagogical tact necessary for conducting the educational process of the visually impaired. Understands the principles of visual hygiene in the education of the pupil. During the practice, the student will develop communication skills, organizational skills, analytical thinking and digital competences.

26sO

Twenty-six hours of full-time practice in an appropriate contracted facility per semester.

Student Workload:

26 hours of direct practice in contracted schools for the visually impaired (special schools) or in special classes for the visually impaired or in schools with integrated pupils with visual impairment, including analyses of educational activities + 14 hours of preparation + 10 hours of literature study + 5 hours of reflection on the practice. Total 55 hours of student work.

Methods of delivering educational content:

Discussion, observation, methods of practical activity, self-study, analysis and synthesis, analysis of educational situations.

Compulsory readings:

LOPÚCHOVÁ, J. 2009. Základy pedagogiky zrakovo postihnutých. Bratislava: IRIS, 2011. ISBN: 978-80-89238-61-3.

LOPÚCHOVÁ, J. Príručka o vzdelávaní žiaka s poruchou zraku v bežnej škole. Bratislava, IRIS, 2021. S. 86. ISBN 978-80-8200-101-6.

Vzdelávací program pre deti so zrakovým postihnutím pre predprimárne vzdelávanie. Schválilo Ministerstvo školstva, vedy, výskumu a športu Slovenskej republiky pod číslom 2017-2127/20564:14-10G0

Vzdelávací program pre žiakov so zrakovým postihnutí pre primárne a nižšie stredné vzdelávanie, pre primárne umelecké vzdelávanie a nižšie sekundárne vzdelávanie. Schválilo Ministerstvo školstva, vedy, výskumu a športu pod číslom 2016-14674/20284:16-10F0

Pedagogická dokumentácia žiaka. Pedagogická dokumentácia v škole.

Recommended readings:

NÉMETH, O. 1999. Slabozrakosť ako pedagogický problém. Bratislava: SAPIENTA, 1999. ISBN: 9788096718054.

JANKOVÁ, J., MORAVCOVÁ, D. 2017. Asistent pedagoga a dítě se zrakovým postižením. Praha: Prasparta, 2017. ISBN: 978-80-88163-6-9.

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

The course is completed by preparing and handing in a reflection from the practice according to a predetermined muster, which includes preparations for the student's practical outputs in the educational process, records of analyses with the trainee teacher, additional notes (possibly notes of other teachers, experts, the principal, etc.), the student's created practical outputs ( devices, programs, documentation, hospital record, etc.). The student may earn 100 points for reflection and completion of the practicum.

Assessment weighting: 100/0

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, satisfactory - results meet the minimum criteria),

Fx (59-0 points, inadequate - 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. Credit will not be awarded to a student who obtains less than 15 points in any of the four written examinations. To pass the course, a minimum score of 60% is required.

A-excellent performance, the student critically evaluates, knows/manages basic concepts from the theory of education of the visually impaired, is able to apply them in special education practice, actively participates, prepares, conducts the educational process under the supervision of the trainee teacher, actively communicates during the analysis of educational situations, keeps detailed records of the course of the practice, proactively approaches the solution of educational situations, conscientiously prepares for the practical activity;

B-excellent performance, the student knows/manages basic concepts, but critical thinking is reduced, involvement in practice activities and analyses is not very frequent, insights from practice are not complete but correspond to the criteria set by the teacher, implements under the supervision of the trainee teacher the educational process with moderate support, keeps records with minor deficiencies, reflection shows minor deficiencies;

C-good performance, the student translates the knowledge from the theory of education of the visually impaired into practice with difficulties to the full extent, activity on practice and on analyses is lower, notes are stricter, the activity is carried out at the initiative of the teacher, there is a lack of a proactive approach, the reflection is at a lower level of complexity in content, the records show major shortcomings.

D-acceptable performance, student applies learning from the theory of education of the visually impaired to a very limited extent, learns but is not comprehensively able to apply in practice, is less proactive in practice, preparations and records are incomplete, insufficiently broken down, preparation for outcomes is at a low level; student handles outcomes with support from the practicing teacher.

E-minimally acceptable performance, student applies only elements of the curriculum in the theory of education of the visually impaired to a highly limited extent, preparation is minimal, records and preparations are concise with significant deficiencies, outcomes and management of the educational process is problematic with significant support from the teacher; student is not active in practice or analysis;

FX-unacceptable performance, student has not met the specified criteria, fails to lead the educational process, make preparations and be active in the analysis of educational activities.

slovak, czech

The aim of the course is to acquire practical skills and experience to lead the educational process in educational institutions focused on the education of the visually impaired (special schools, special classes), or inclusive education of the visually impaired, to keep pedagogical documentation, to deal with social, communicative, educational and educational situations, to take a personalized approach to pupils with visual impairments, to create appropriate educational conditions for them, including material and technical support.

Observation of educational situations, phenomena and processes of special-educational practice. The student will learn to identify special-educational processes, situations and special-educational phenomena in practice and be able to clearly distinguish and communicate the difference between them. The student is able to relate what is learned to what is observed and what is observed to his/her own experience during the student's active participation in the education of the visually impaired.

Analyzes and analyzes individual activities of special education practice. The student will learn several ways of identifying and analysing individual activities of special-educational practice, he/she will be able to characterise individual activities in theoretical terms, he/she will acquire the ability to extract the methods, forms, means and organisation of work used by the educator, he/she will learn to identify special approaches to pupils with visual impairment. They will learn to react independently to educational phenomena and situations, to solve them, to propose pedagogical solutions and, of course, to lead the educational process under the supervision of the trainee teacher.

Creation of methodological materials. Didactic and methodological procedures. The student is oriented in the supporting educational and methodological materials in the school, develops his/her knowledge and skills to create targeted educational material (including multimedia outputs) and apply it in the process of education of pupils with disabilities according to the instructions of the trainee teacher. They will learn the established procedures and processes of creating educational materials, understand the sequence and continuity of methodological and didactic procedures in practice with regard to the type of educational activity. On a practical level, they will be able to implement didactic procedures (application of training) and subsequently analyse them professionally, didactically and methodologically, critically evaluate them and take measures for improvement under the guidance of the trainee teacher in practice.

Documentation in the process of educational rehabilitation. The student will expand his/her knowledge and experience with the valid school documentation, learn how to keep correct records of pupils and school activities under the guidance of the trainee teacher, identify the various school documents, orient himself/herself in them. Can analyse and evaluate individual entries in the documents, understand their connection to the educational process.

Educational program for children with visual impairment for pre-primary education. Educational programme for pupils with visual impairment for primary and lower secondary education. The student knows and navigates the educational programs, can identify educational objectives and transfer them into written preparations for teaching and apply these objectives to the educational process itself, knows the specifics of approaches and strategies in the education of the visually impaired. He/she knows the framework and scope of the pupil's curriculum, is familiar with the subjects in the field of Special Educational Support and is able to master them didactically.

Hospitalization indicators. The student will develop the ability to create a detailed hospitalization record, identify the methods, principles, means and organization of the teaching process used by the teacher, develop the ability to identify the essential features of the pedagogical process, can chronologically record the contexts and causal phenomena of the pedagogical process. He/she will be able to communicate important findings to the teacher on a professional level and develop a synthesised and comprehensive understanding of teaching pupils with visual impairments.

Analysis of special education, stimulation and rehabilitation programs, analysis of case studies. The student will develop his/her theoretical knowledge of currently used special education, stimulation and rehabilitation programs for the visually impaired, learn to identify the basic elements of case studies (records of the pupil and relevant documentation about him/her) and create and structure case studies on his/her own from observations of pupils in education and from joint activities with them. With the support of the trainee teacher, develops his/her skills in the creation of stimulus programmes/assistances.

100/0

After completing the practice, the student knows the system of education and education of pupils with visual impairments, knows the processes, techniques, methods, principles and means of education of the visually impaired, knows how to communicate at a professional level with all actors of education (including pupils and adapting communication directly to them), can differentiate the tasks assigned to pupils, respecting their pace of work, the type and degree of disability and also their current state of health. He/she is familiar with the material and technical provision of the educational process, understands the role and position of the teacher in the educational process, is aware of the importance of cooperation with other professionals, can work with pedagogical documentation, and can handle real practical activities in schools where pupils with visual impairment are educated, knows the time layering and the course of teaching, can interpret ways of organizing practice, knows and can apply various methods of education, including specific ones, to the educational process, has mastered and can use educational strategies to support the pupil and overcome various deficits resulting from visual impairment. He/she has mastered professional terminology and the basics of pedagogical tact necessary for conducting the educational process of the visually impaired. Understands the principles of visual hygiene in the education of the pupil. During the practice, the student will develop communication skills, organizational skills, analytical thinking and digital competences.

2P+1S - 2 hours of lectures per week + 1 hour of seminar per week, total 33 hours per semester by combined method, primarily by present attendance.

Student workload: 2x11 + 1x11 - 33 hours of direct teaching; 20 hours of preparation for mid-term examination; 27 hours of preparation of semester thesis; 40 hours of preparation for final examination; TOTAL: 120 hours.

Methods of delivering the content of education: interpretation of the curriculum, lecturing, discussion, brainstorming, methods of practical activity, analysis of educational situations, self-study.

Compulsory readings:

LOPÚCHOVÁ, J. 2011. Základy pedagogiky zrakovo postihnutých. Bratislava: IRIS. S. 245. ISBN 978-80-89238-61-3.

LOPÚCHOVÁ, J. Príručka o vzdelávaní žiaka s poruchou zraku v bežnej škole. Bratislava, IRIS, 2021. S. 86. ISBN 978-80-8200-101-6.

Metodické príručky k jednotlivým predmetom vzdelávania.

Prípravy učiteľa na vyučovanie.

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.

Recommended readings:

ČAJKA, K. Úvod do pedagogiky zrakovo postihnutých. Ružomberok: PdF KU, 2007. S. 70. ISBN 978-80-8084-245-1.

FINKOVÁ, D. a kol. Speciální pedagogika osob se zrakovým postižením. Olomouc: UPOL, 2007. ISBN 978-80-24417-99-8.

NÉMETH, O.: Slabozrakosť ako pedagogický problém. Bratislava: SAPIENTIA, 1999.

JESENSKÝ, J. 2002. Edukace a rehabilitace zrakově postižených na prahu nového milénia. Hradec Králové: Gaudeamus. ISBN 80-7041-041-8.

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.

POŽÁR, L. A KOL.: Školská integrácia detí a mládeže s poruchami zraku. Bratislava: UK, 1996.

RŮŽIČKOVÁ,V. Integrace zrakově postiženého žáka do základní školy. Olomouc: UP, 2006.

During the semester, the student must complete a semester paper on a topic assigned by the professor, for which he/she may earn 20 points. There will be one midterm test during the semester in which the student may earn a maximum of 20 points. In the final written test, the student may score a maximum of 60 points. A student who scores at least 25 points during the semester will be admitted to the final test.

Grades are 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, satisfactory - results meet the minimum criteria),

Fx (59-0 points, inadequate - extra 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 masters the concepts and terminology related to didactics of primary education of the visually impaired, he/she can transfer what he/she has learnt to the practical level, he/she thinks critically and evaluates special pedagogical processes and phenomena, the term paper meets all the set criteria;

B - excellent performance, the student knows the concepts and terminology related to the didactics of primary education of the visually impaired, but there are minor deficiencies in the transfer of what has been learned; there are also minor deficiencies in the term paper; critical thinking is slightly weakened;

C - good performance, although the student has mastered the concepts and terminology related to the didactics of primary education of the visually impaired, but he/she can only partially transfer what he/she has learnt to the practical level; the term paper is slightly deficient;

D - acceptable performance, the student has only partially mastered the concepts and terminology related to the didactics of primary education of the visually impaired, he/she is only partially oriented in the issue, he/she transfers what he/she has learned to the practical level with difficulties; his/her term paper meets the criteria only partially;

E - minimally acceptable performance, the student has mastered the subject matter minimally, cannot adequately transfer what he/she has learned to the practical plane, the term paper meets only elementary criteria, critical thinking and evaluation is significantly weakened;

Fx - unacceptable performance, the student has not mastered the material, has not met the conditions set by the teacher during the semester.

slovak, czech

Didactics of primary education of the visually impaired. The student will acquire knowledge in the field of terminological definition, goals, tasks, forms, methods, means of education. The student will learn to navigate in pedagogical documents.

Specific goals of education of pupils with visual impairment. The student will understand and be able to apply the principles of education and training of the visually impaired, in particular the principle of prevention of visual defectiveness, correction of visual defectiveness, the requirement of integration of the visually impaired, as well as the principle of compensation and re-education of vision. Acquire the ability to consistently apply an individual approach to a pupil with a visual impairment, taking into account the consequences of the visual impairment.

Subject of the teaching process. Development of key competences in the pupil with visual impairment. Students will understand the position of the pupil with a visual impairment in the educational process and learn effective didactic practices that support not only the pupils' knowledge potential but also their key competences (including curriculum-specific competences).

Applying didactic practices taking into account the cognitive processes, abilities, competences and individual characteristics of pupils with disabilities. Transformative and supportive components of the teaching process. Design of the teaching process.

The specifics of teaching and didactic practices for pupils in primary education in the different areas of education. Students will acquire knowledge and procedures on how to apply didactic practices in individual areas of education, especially focusing on: didactics of Slovak language and literature (area of language and communication); didactics of natural science subjects (areas of mathematics and information work, man and nature); didactics of social science subjects (areas of man and society, man and values, man and the world of work); didactics of education (areas of art and culture, health and movement). Particular attention will be paid to the acquisition of didactic procedures in the didactics of subjects from the educational field of Special Educational Support - individual tyflopedic training, orientation and mobility, movement training.

Assessment, evaluation of the educational process, didactic analysis and projection of the curriculum. The student will acquire knowledge about the methods and procedures of evaluation of the educational process, will learn what are the possibilities of analysis of the educational process.

Didactic technology, digital technologies, assistive technologies, devices and aids for the disabled in teaching. The student will acquire competences to adequately use didactic technology, digital and assistive technologies in the education of pupils with disabilities.

50/50

The goal of the course is to provide students with theoretical knowledge and practical skills in the field of didactics of primary education of pupils with visual impairment. After completing the course, the student will be familiar with and oriented in educational programs with an emphasis on the educational program for children and pupils with visual impairment. They will acquire key competences for methodical and didactic management of the educational process at the primary level of education for the visually impaired with regard to the type and degree of their visual impairments and the consequences resulting from them. They will acquire and understand the specifics of education of the visually impaired and will be able to apply special educational procedures in the educational process using appropriate methods and didactic procedures. He/she will understand didactics as a basis for the deliberate and erudite organisation of teaching and learning processes.

The student will develop his/her communication skills, digital competences, critical thinking, contextual reasoning and creative potential.

2S - 2 hours of seminar per week, total 22 hours per semester, combined form (primarily by full-time attendance)

Student workload:

2x11 - 22 hours of direct teaching; 20 hours of self-study, 15 hours of seminar paper preparation and presentation; 25 hours of preparation for final written test, TOTAL: approx. 82 hours.

Methods of delivering the content of the training:

interpretation of the material, discussion, demonstration of re-education procedures, small group work, solving model situations.

Compulsory readings:

LOPÚCHOVÁ, J. Reedukácia a komplexná rehabilitácia zraku z jednotlivcov so zrakovým postihnutím. Bratislava: IRIS, 2010. ISBN 978-80-89238-40-8.

LOPÚCHOVÁ, J. Komplexná podpora rozvoja zrakových funkcií u jednotlivcov so zrakovým postihnutím s akcentom na reedukáciu zraku. In: Současná slovenská a česká speciální pedagogika v kontextu vědy a výzkumu. - Praha : Knihy nejen pro bohaté, 2014. - S. 163-200. - ISBN 978-80-86499-10-9

LOPÚCHOVÁ, J. Metodika na rozvoj zrakových funkcií v procese reedukácie zraku u detí s poruchami binokulárneho videnia : výskumné zistenia z overovania metodiky. In: Paedagogica specialis 30. - Bratislava : Univerzita Komenského v Bratislave, 2016. S. 182-191. ISBN 978-80-223-4155-4

LOPÚCHOVÁ, J. Z výskumu účinnosti reedukačných výtvarných techník u detí s poruchami binokulárneho videnia. In: Umenie v kontexte špeciálnej pedagogiky. - Bratislava : Iris, 2011. - S. 165-181. ISBN 978-80-89238-49-1

LOPÚCHOVÁ, J. Reedukačné činnosti ako prostriedok rozvíjania výtvarného nadania u detí a žiakov so zrakovým postihnutím. In: CREA-AE 2014 [elektronický zdroj]. - Zohor : Virvar, 2014. - S. 342-346 [online]. - ISBN 978-80-89693-03-0

Recommended readings:

LOPÚCHOVÁ, J.: Počítačový program ako inovatívna alternatíva na podporu zraku k tradičným reedukačným metódam. In: Sborník textů z 12. mezinárodní konference k problematice osob se specifickými potřebami a 7. mezinárodní dramaterapeutická konference [elektronický zdroj]. - Olomouc : Univerzita Palackého, 2012. S. 493-521 [CD-ROM]. - ISBN 978-80-244-2966-3

LOPÚCHOVÁ, J. Nové možnosti a metódy reedukácie zraku u detí s poruchami binokulárneho videnia v predškolskom veku. In: Sborník 8. Mezinárodní konference k problematice osob se specifickými potřebami a 3. Dramaterapeutická konference [elektronický zdroj]. - Olomouc : Univerzita Palackého, 2008. - S. 1-7 [CD-ROM]. ISBN 978-80-244-1911-4

LOPÚCHOVÁ, J. Výtvarné činnosti ako reedukačný prostriedok a súčasť komplexnej edukačnej činnosti binokulárne postihnutých detí v predškolskom veku. In: Efeta - otvor sa 2000 : Komplexná starostlivosť o deti a mládež so špeciálnymi výchovnými a vzdelávacími potrebami : Ročenka časopisu o komplexnej rehabilitácii ľudí s postihnutím. - Bratislava : Pedagogická fakulta, 2001. - S. 191-199. - ISBN80-88868-68-8.

LOPÚCHOVÁ, J. Možnosti reedukácie u zrakovo a viacnásobne postihnutých detí. In: Nové trendy v edukácii a v starostlivosti o zrakovo postihnutých. - Bratislava : Jana Lopúchová, 2006. S. 63-66. - ISBN 80-969125-8-5

KVĚTOŇOVÁ-ŠVECOVÁ, L., MADLENER, I., ŘEHŮŘEK, J., VÍTKOVÁ, M. Možnosti reedukace zraku při kombinovaném postižení. Brno: Paido, 1999. ISBN 80-85931-75-3.

RŮŽIČKOVÁ,K. Reedukace zraku a její výcvik. In: JESENSKÝ,J. Prolegomena systému tyflorehabilitace a metodiky tyflorehabilitačních výcviků. Praha: UJAK, 2007. ISBN 978-80-86723-49-5.

MORAVCOVÁ, D. 2004. Zraková terapie slabozrakých a pacientủ s nízkým vizem. Praha: Triton, 2004. 204 s. ISBN 80-7254-476-4.

ROSENBAUER,H.W. Zrakové cvičenia. Ako predchádzať zrakovým poruchám a ako ich liečiť. Bratislava: Ikar, 1999. ISBN 978-80-7118-967-7.

GERINEC, A. Detská oftalmológia. Martin: Osveta, 2005. ISBN 80-80632-181-6.

KEBLOVÁ, A. Čich, hmat, sluchové vnímání, náprava binokulárních poruch. Praha: Septima, 1999. ISBN-.

During the semester, the student will develop a re-education exercise to support the child's visual functions as part of the seminar work, where he/she can earn a maximum of 30 points (min. 20). In the final exam through a written test, the student may receive a maximum of 70 points.

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, satisfactory - results meet the minimum criteria),

Fx (59-0 points, inadequate - extra 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 mastered the basic concepts in the field of vision reeducation and reeducation procedures, he/she is able to apply what he/she has learnt on the theoretical level to the practical level; he/she is excellent in presenting reeducation activities, the seminar paper meets all the criteria set; the student thinks and evaluates critically;

B - excellent performance, the student knows the basic concepts in the field of vision reeducation and reeducation procedures, however, in the application of knowledge to the practical level there are slight deficiencies - the student solves the presentation of reeducation activities with minor hesitations; he/she is able to present reeducation activities appropriately, there are slight deficiencies in the seminar work; critical thinking is borderline;

C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to the practical level; he/she has problems with complex solution of model re-education situations and with presenting re-education activities, the seminar work is deficient;

D - acceptable performance, the student has only partially mastered the knowledge, has significant deficiencies in the subject matter, cannot apply what he/she has learnt to the practical plane, has problems solving model situations and deficiencies also appear in the presentation of re-education activities; his/her seminar work meets the minimum criteria;

E - minimally acceptable performance, the student has acquired minimal knowledge, he/she cannot transfer it adequately to the practical plane and present re-education activities in front of the practice group; the seminar work meets the elementary requirements.

Fx - unacceptable performance, the student has not sufficiently mastered the content of the education, or has not fulfilled the requirements set by the teacher during the semester.

slovak, czech

Re-education of vision in children with binocular vision defects as part of the pedagogy of the visually impaired. The student will learn the basic concepts, acquire knowledge in the field of vision re-education as a process.

The student is oriented in the issues of binocular vision disorders, has knowledge of the physiology and stages of binocular vision. The student learns the concepts and differentiation of amblyopia, strabismus and monocularism.

He/she is oriented in the system of special vision exercises - pleoptics and orthoptics. Can identify the different pleoptic and orthoptic exercises.

Becomes familiar with and understands the re-education process and its conditions. Gain knowledge of vision re-education for preschool and young school-age children, and vision re-education for adult individuals with visual impairment. Recognizes and can apply the principles of visual perception re-education.

Training of individual components of visual perception - the student will acquire the skills to practically apply in the process of reeducation training of orientation in space, training of visual differentiation, training of right-left orientation, training of right-left eye movement, training of visual analysis and synthesis, training of visual memory, training of colour perception and colour refinement, training of shape perception, training of surface perception, training of space perception and orientation in space, training of depth perception.

The influence of light on the development of visual functions. The student will understand the importance of proper and effective lighting on the reeducation process, learn the importance of light filters for visual reeducation.

Lower compensatory mechanisms. Higher compensatory mechanisms. The student is oriented to lower and higher compensatory mechanisms, learns their importance, has knowledge of their application to the process of reeducation. Within the framework of the acquired skills he/she is able to develop compensatory mechanisms through various (also innovative) re-education methods and activities.

Exercises and activities in the re-education process. The student will gain an overview, acquire knowledge of different re-education practices and programs. Orientation in visual stimulation, in exercises on chromatherapy tables, in stereoscopic visual exercises of Rudolf Sachsenweger. He/she is familiar with graphomotor exercises, computer programs for visual support, art re-education activities.

Understands the importance of children's expression in the educational and re-educational process.

Alternative/innovative special education approaches in vision re-education for children with binocular vision disorders. Gain an overview of possible innovative approaches in vision re-education.

100/0

The student will acquire basic knowledge of the physiology and pathophysiology of binocular vision. The student will acquire and understand the basic concepts (on the theoretical level) and acquire practical competences (on the praxeological level) in pleoptics and orthoptics. Acquire the skills to implement practical re-education procedures. Acquire the ability to develop visual re-education programmes. Learn to work with innovative methods of vision reeducation - Sachsenweger, Hätcher-Rosenbauer, PC programs for vision reeducation, etc.

2S - 2 hours of seminar per week, total 22 hours per semester, combined form (primarily by full-time attendance)

Student workload:

2x11 - 22 hours of direct teaching; 20 hours of self-study, 15 hours of seminar paper preparation and presentation; 25 hours of preparation for final written test, TOTAL: approx. 82 hours.

Methods of delivering the content of the training:

interpretation of the material, discussion, demonstration of re-education procedures, small group work, solving model situations.

Compulsory readings:

LOPÚCHOVÁ, J. Reedukácia a komplexná rehabilitácia zraku z jednotlivcov so zrakovým postihnutím. Bratislava: IRIS, 2010. ISBN 978-80-89238-40-8.

LOPÚCHOVÁ, J. Komplexná podpora rozvoja zrakových funkcií u jednotlivcov so zrakovým postihnutím s akcentom na reedukáciu zraku. In: Současná slovenská a česká speciální pedagogika v kontextu vědy a výzkumu. - Praha : Knihy nejen pro bohaté, 2014. - S. 163-200. - ISBN 978-80-86499-10-9

LOPÚCHOVÁ, J. Metodika na rozvoj zrakových funkcií v procese reedukácie zraku u detí s poruchami binokulárneho videnia : výskumné zistenia z overovania metodiky. In: Paedagogica specialis 30. - Bratislava : Univerzita Komenského v Bratislave, 2016. S. 182-191. ISBN 978-80-223-4155-4

LOPÚCHOVÁ, J. Z výskumu účinnosti reedukačných výtvarných techník u detí s poruchami binokulárneho videnia. In: Umenie v kontexte špeciálnej pedagogiky. - Bratislava : Iris, 2011. - S. 165-181. ISBN 978-80-89238-49-1

LOPÚCHOVÁ, J. Reedukačné činnosti ako prostriedok rozvíjania výtvarného nadania u detí a žiakov so zrakovým postihnutím. In: CREA-AE 2014 [elektronický zdroj]. - Zohor : Virvar, 2014. - S. 342-346 [online]. - ISBN 978-80-89693-03-0

Recommended readings:

LOPÚCHOVÁ, J.: Počítačový program ako inovatívna alternatíva na podporu zraku k tradičným reedukačným metódam. In: Sborník textů z 12. mezinárodní konference k problematice osob se specifickými potřebami a 7. mezinárodní dramaterapeutická konference [elektronický zdroj]. - Olomouc : Univerzita Palackého, 2012. S. 493-521 [CD-ROM]. - ISBN 978-80-244-2966-3

LOPÚCHOVÁ, J. Nové možnosti a metódy reedukácie zraku u detí s poruchami binokulárneho videnia v predškolskom veku. In: Sborník 8. Mezinárodní konference k problematice osob se specifickými potřebami a 3. Dramaterapeutická konference [elektronický zdroj]. - Olomouc : Univerzita Palackého, 2008. - S. 1-7 [CD-ROM]. ISBN 978-80-244-1911-4

LOPÚCHOVÁ, J. Výtvarné činnosti ako reedukačný prostriedok a súčasť komplexnej edukačnej činnosti binokulárne postihnutých detí v predškolskom veku. In: Efeta - otvor sa 2000 : Komplexná starostlivosť o deti a mládež so špeciálnymi výchovnými a vzdelávacími potrebami : Ročenka časopisu o komplexnej rehabilitácii ľudí s postihnutím. - Bratislava : Pedagogická fakulta, 2001. - S. 191-199. - ISBN80-88868-68-8.

LOPÚCHOVÁ, J. Možnosti reedukácie u zrakovo a viacnásobne postihnutých detí. In: Nové trendy v edukácii a v starostlivosti o zrakovo postihnutých. - Bratislava : Jana Lopúchová, 2006. S. 63-66. - ISBN 80-969125-8-5

KVĚTOŇOVÁ-ŠVECOVÁ, L., MADLENER, I., ŘEHŮŘEK, J., VÍTKOVÁ, M. Možnosti reedukace zraku při kombinovaném postižení. Brno: Paido, 1999. ISBN 80-85931-75-3.

RŮŽIČKOVÁ,K. Reedukace zraku a její výcvik. In: JESENSKÝ,J. Prolegomena systému tyflorehabilitace a metodiky tyflorehabilitačních výcviků. Praha: UJAK, 2007. ISBN 978-80-86723-49-5.

MORAVCOVÁ, D. 2004. Zraková terapie slabozrakých a pacientủ s nízkým vizem. Praha: Triton, 2004. 204 s. ISBN 80-7254-476-4.

ROSENBAUER,H.W. Zrakové cvičenia. Ako predchádzať zrakovým poruchám a ako ich liečiť. Bratislava: Ikar, 1999. ISBN 978-80-7118-967-7.

GERINEC, A. Detská oftalmológia. Martin: Osveta, 2005. ISBN 80-80632-181-6.

KEBLOVÁ, A. Čich, hmat, sluchové vnímání, náprava binokulárních poruch. Praha: Septima, 1999. ISBN-.

During the semester, the student will develop a re-education exercise to support the child's visual functions as part of the seminar work, where he/she can earn a maximum of 30 points (min. 20). In the final exam through a written test, the student may receive a maximum of 70 points.

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, satisfactory - results meet the minimum criteria),

Fx (59-0 points, inadequate - extra 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 mastered the basic concepts in the field of vision reeducation and reeducation procedures, he/she is able to apply what he/she has learnt on the theoretical level to the practical level; he/she is excellent in presenting reeducation activities, the seminar paper meets all the criteria set; the student thinks and evaluates critically;

B - excellent performance, the student knows the basic concepts in the field of vision reeducation and reeducation procedures, however, in the application of knowledge to the practical level there are slight deficiencies - the student solves the presentation of reeducation activities with minor hesitations; he/she is able to present reeducation activities appropriately, there are slight deficiencies in the seminar work; critical thinking is borderline;

C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to the practical level; he/she has problems with complex solution of model re-education situations and with presenting re-education activities, the seminar work is deficient;

D - acceptable performance, the student has only partially mastered the knowledge, has significant deficiencies in the subject matter, cannot apply what he/she has learnt to the practical plane, has problems solving model situations and deficiencies also appear in the presentation of re-education activities; his/her seminar work meets the minimum criteria;

E - minimally acceptable performance, the student has acquired minimal knowledge, he/she cannot transfer it adequately to the practical plane and present re-education activities in front of the practice group; the seminar work meets the elementary requirements.

Fx - unacceptable performance, the student has not sufficiently mastered the content of the education, or has not fulfilled the requirements set by the teacher during the semester.

slovak, czech

Re-education of vision in children with binocular vision defects as part of the pedagogy of the visually impaired. The student will learn the basic concepts, acquire knowledge in the field of vision re-education as a process.

The student is oriented in the issues of binocular vision disorders, has knowledge of the physiology and stages of binocular vision. The student learns the concepts and differentiation of amblyopia, strabismus and monocularism.

He/she is oriented in the system of special vision exercises - pleoptics and orthoptics. Can identify the different pleoptic and orthoptic exercises.

Becomes familiar with and understands the re-education process and its conditions. Gain knowledge of vision re-education for preschool and young school-age children, and vision re-education for adult individuals with visual impairment. Recognizes and can apply the principles of visual perception re-education.

Training of individual components of visual perception - the student will acquire the skills to practically apply in the process of reeducation training of orientation in space, training of visual differentiation, training of right-left orientation, training of right-left eye movement, training of visual analysis and synthesis, training of visual memory, training of colour perception and colour refinement, training of shape perception, training of surface perception, training of space perception and orientation in space, training of depth perception.

The influence of light on the development of visual functions. The student will understand the importance of proper and effective lighting on the reeducation process, learn the importance of light filters for visual reeducation.

Lower compensatory mechanisms. Higher compensatory mechanisms. The student is oriented to lower and higher compensatory mechanisms, learns their importance, has knowledge of their application to the process of reeducation. Within the framework of the acquired skills he/she is able to develop compensatory mechanisms through various (also innovative) re-education methods and activities.

Exercises and activities in the re-education process. The student will gain an overview, acquire knowledge of different re-education practices and programs. Orientation in visual stimulation, in exercises on chromatherapy tables, in stereoscopic visual exercises of Rudolf Sachsenweger. He/she is familiar with graphomotor exercises, computer programs for visual support, art re-education activities.

Understands the importance of children's expression in the educational and re-educational process.

Alternative/innovative special education approaches in vision re-education for children with binocular vision disorders. Gain an overview of possible innovative approaches in vision re-education.

100/0

The student will acquire basic knowledge of the physiology and pathophysiology of binocular vision. The student will acquire and understand the basic concepts (on the theoretical level) and acquire practical competences (on the praxeological level) in pleoptics and orthoptics. Acquire the skills to implement practical re-education procedures. Acquire the ability to develop visual re-education programmes. Learn to work with innovative methods of vision reeducation - Sachsenweger, Hätcher-Rosenbauer, PC programs for vision reeducation, etc.

1P+2S - one hour of lecture and two hours of seminar per week, total 33 hours by combined method, primarily by full-time attendance.

Student workload:

1x11 = 11 and 2x11 = 33 hours of direct teaching; 30 hours of preparation of educational materials; 20 hours of creation of manuals; 30 hours of preparation for final exam. Total: 113 hours.

Methods of delivering the training content:

lecturing, discussion, brainstorming, solving model situations in both theoretical and practical terms, solving problem solving tasks.

Compulsory readings:

Vzdelávací program pre deti a žiakov so zrakovým postihnutím schválený MŠ SR.

LOPÚCHOVÁ, J. 2011. Základy pedagogiky zrakovo postihnutých. Bratislava: IRIS, 2011. ISBN 978-80-89238-61-3 (kapitoly: Komunikácia ZP, Orientácia a mobilita ZP).

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. KRAJČÍ, P. Teória a výskum digitálnych a asistenčných technológií v inkluzívnej špeciálnej pedagogike. Ostrava: Ostravská univerzita, Pedagogická fakulta, 2014. 199 s. ISBN 978-80-7464-675-1. (kapitoly: Diferenciácia pomôcok, prístrojov, techniky a technológií vo VR ZdP, Pomôcky a technológie ako prostriedok saturácie ŠEP jednotlivcov so ZZ, Pomôcky, prístroje, technika a technológie v špecifických predmetoch vo vzdelávaní jednotlivcov so zrakovým postihnutím, Tvorba edukačných materiálov prostredníctvom digitálnych technológií).

LOPÚCHOVÁ, J. Rozvíjanie prvkov priestorovej orientácie a mobility u binokulárne postihnutých detí predškolského veku prostredníctvom pohybových hier. Bratislava: [s.n.], 2001. - 136 s.

LOPÚCHOVÁ, J. Ondráčková, Ž. Orientácia a mobilita ako významný determinant nezávislosti seniorov so zrakovým postihnutím. Bratislava: Iris, 2020. 106 s. ISBN 978-80-8200-048-4 (kapitoly: Orientácia a mobilita jednotlivcov s poruchami zraku, Význam zmyslovej percepcie pre orientáciu a mobilitu, Zdroje vnemov pre orientáciu a mobilitu, Proces nácviku orientácie v priestore, Nácvik priestorovej orientácie a samostatného pohybu u seniorov so zrakovým postihnutím, Pomôcky, prístroje, technika a technológie pre efektívnu orientáciu a mobilitu jednotlivcov s poruchami zraku, Technologický pokrok v oblasti využívania pomôcok, prístrojov, techniky a technológií pre orientáciu a mobilitu, Mobilita a kvalita života jednotlivcov so zrakovým postihnutím, Orientácia a mobilita seniorov v zahraničných výskumných štúdiách).

LOPÚCHOVÁ, J. Ježíková, M. Teoreticko-empirické aspekty čitateľskej gramotnosti žiakov so zrakovým postihnutím. Bratislava: Iris, 2017. 246 s. ISBN 978-80-8200-017-0 (časti Komunikácia ZP, Edukácia ako bazálny nástroj nadobúdania gramotnosti jednotlivcov so ZP, Využitie zmyslov pri podpore čitateľskej gramotnosti ZP, Súvzťažné oblasti čitateľskej gramotnosti žiakov so ZP)

LOPÚCHOVÁ, J. Využitie tyflotechnických pomôcok a prístrojov v procese edukácie študentov so zrakovým postihnutím na PdF UK v Bratislave. In: Niektoré technologické inovácie v špeciálnej pedagogike. - Bratislava : Sapientia, 2007. S. 141-148. - ISBN 978-80-89229-10-9

LOPÚCHOVÁ, J. Orientácia a mobilita nevidiacich v zlých poveternostných podmienkach. In: Aktuálne otázky špeciálnej pedagogiky na Slovensku [elektronický zdroj]. - Senec : Slovenská únia mediátorov, 2009. - S. 58-61 [CD-ROM]. - ISBN 978-80-970251-2-0

LOPÚCHOVÁ, J. Sociálne zručnosti u študentov so zrakovým postihnutím na vysokej škole. In: Sociálny aspekt integrovaného vzdelávania detí a mládeže so zrakovým postihnutím. Bratislava : Univerzita Komenského, 2008. - S. 39-43. - ISBN 978-80-223-2353-6.

Recommended readings:

LOPÚCHOVÁ, J. Uplatnenie pomôcok, techniky a technológií v špecifických predmetoch v edukácii jednotlivcov so zrakovým postihnutím. In: Inovácie v teórii a praxi výchovnej a komplexnej rehabilitácie osôb so zdravotným postihnutím [elektronický zdroj]. - Bratislava : Iris, 2014. - S. 470-488 [CD-ROM]. - ISBN 978-80-89726-28-8

LOPÚCHOVÁ, J. Špecifiká nácviku orientácie a mobility u dospelých zrakovo postihnutých jednotlivcov In: Špeciálnopedagogické vedecké a praxeologické problémy v kontexte transformačných procesov. Prešov: Prešovská univerzita v Prešove, 2020. - S. 157-176. - ISBN 978-80-555-2591-4

LOPÚCHOVÁ, J. 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

LOPÚCHOVÁ, J. Mangová, L. Vzdelávanie žiakov so zrakovým postihnutím prostredníctvom nových informačných a komunikačných technológií s akcentom na využitie PC so špeciálnymi periférnymi zariadeniami. In: Komplexná rehabilitácia viacnásobne postihnutých : niektoré nové metodiky a programy. Bratislava : Mabag, 2009. - S. 206-217. - ISBN 978-80-89113-43-9

LOPÚCHOVÁ, J. Moderné informačno-komunikačné technológie a ich používanie z pohľadu pedagógov žiakov so zrakovým postihnutím. In: Paedagogica specialis 26. Bratislava: Iris, 2012. S. 221-238. ISBN 978-80-223-3287-3

LOPÚCHOVÁ, J. Vodiaci pes - luxus alebo nevyhnutnosť? : (z výskumu názorov laickej verejnosti na problematiku vodiaceho psa). - (Zborník Pedagogickej fakulty Univerzity Komenského). In: Paedagogica specialis 23. - Bratislava : Univerzita Komenského, 2007. - S. 241-244.ISBN 978-80-223-2387-1

WIENER,P. 2006. Prostorová orientace zrakově postižených. Praha: IR ZP UK, 2006. ISBN 80-239-6775-4

HALÁSOVÁ, E., KAMENICKÁ, V., MÚDRA, Š. 2005. Ja to zvládnem sám. Metodická príručka nácviku priestorovej orientácie, samostatného pohybu a sebaobslužných činností zrakovo postihnutých detí. Levoča: Tlačiareň Polypress spol. s.r.o. Levoča, 2005. 67 s. ISBN 80-88704-62-6.

RUŽIČKOVÁ, V., KROUPOVÁ, K. 2017. Pohled na samostatný pohyb a prostorovou orientaci osob se zrakovým postižením. Olomouc: Univerzita Palackého v Olomouci, 2017. 177 s. ISBN 978-80-244-5273-9.

REGEC, V. Vybrané aspekty využitia informačných a komunikačných technológií v teórii a praxi. In REGEC, V. (Ed.) Sborník textů z odborné mezinárodní konference s názvem Posilování kompetencí v oblasti informačních technologií mladých vědeckých pracovníků při práci s osobami se zdravotním postižením, 2012, 1. Vyd. Olomouc: Univerzita Palackého v Olomouci. s. 171 – 188. ISBN 978-80-244-3190-1

ROVŇANÍKOVÁ, M. 2014. Špecifiká práce so žiakovým postihnutím [online]. Bratislava: Metodicko-pedagogické centrum, 33 s. ISBN

During the semester, the student will create educational material for students with visual impairments that will be used primarily in the specific course Individual Tyflopedic Training. The student will develop a manual/guide/methodological material (depending on the focus of the educational material) for the use of the material/assistance(s).

The course ends with an assessment of the acquired knowledge and a practical exam. A student who fails to meet the conditions set by the teacher during the semester will not be admitted to the final assessment.

The evaluation 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, satisfactory - results meet the minimum criteria),

Fx (59-0 points, inadequate - extra 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. 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.

A - excellent performance, the student knows the basic concepts and terminology, can apply what is learned to practice; thinks and evaluates critically, the educational material meets all the required criteria, the manual/handbook is appropriate to the assignment and is rigorously developed;

B - excellent performance, the student knows basic concepts and terminology, but minor deficiencies are observed when applying the knowledge to practice; critical thinking is somewhat weakened; educational material meets almost all required criteria, the manual/handbook meets the assignment but is not compact;

C - good performance, the student has mastered the basic concepts and terminology but can only partially apply what he/she has learned to practice; critical thinking is considerably weakened; the educational material meets only part of the required criteria, the manual/manual shows professional and methodological deficiencies;

D - acceptable performance, the student has mastered only part of the basic concepts and terminology, he/she cannot synthesize what he/she has learned, he/she has significant problems with application to the practical plane, critical thinking is significantly weakened; the educational material meets only the minimum criteria, the manual/manual shows significant professional and methodological deficiencies;

E - minimally acceptable performance, the student has mastered basic concepts and terminology at an elementary level, applies what he/she has learned to practice with significant problems and teacher support, critical thinking is significantly weakened; the educational material meets only elementary criteria, the manual/handbook is not sufficiently professionally and methodologically elaborated;

Fx - unacceptable performance, the student has not met the conditions set by the teacher during the semester.

slovak, czech

Special educational support - educational area in the context of the Educational Programme for Children and Pupils with Visual Impairment. The student will acquire terminology and conceptual apparatus from the given issue, understand the connections between the subjects in the given area, be able to navigate in them, be able to identify the problems of pupils in specific areas, propose solutions, transfer the learned to the practical level and specific procedures in education.

Principles of creating worksheets, stimulating materials and didactic aids for pupils with visual impairment necessary for teaching individual typhlopedic exercises.

Creation of educational materials, aids and other components of the educational process. The student will have skills that can be used in the creation of specific educational materials, will be able to think creatively, practically process their ideas (development of creative thinking and creativity), will learn to use the acquired knowledge in the preparation of aids and supporting educational material.

Orientation and mobility. The student will learn in theoretical and practical terms the basic techniques of orientation - guiding by a sighted person, techniques of walking with a white stick, walking with a guide dog, trailing, safety attitudes. The student can identify and name the differences between orientation feature and point of orientation, between macro space and micro space. The student will gain experience with mind maps - a set of coordinates used to orient and navigate a blind person. Acquires skill in guiding the blind and supporting their orientation in space.

Movement Training. The student will be provided with a battery of activities and exercises to promote movement education for the visually impaired. He/she will understand the importance and significance of movement, physical activities, correct posture, will acquire the methodology and didactic procedures of practicing and developing movement skills of pupils, will become familiar with the elements of health physical education, will understand the movement limitations in progressive visual impairments. Gain skills in the application of the passive movement method, etc.

Information Education. The student will become familiar with the basic principles of the blind and severely visually impaired working with PC using assistive technologies. He/she will master the basics of controlling the voice output of JAWS and NVDA (blind pupils) and the so-called screen magnifiers MAGIC, ZOOMTEXT, etc. (partially sighted pupils). Will

Individual typing exercises and Braille practice. The student will develop skills in reading and writing Braille and enrich them with the competence to methodically and didactically guide a pupil with disabilities in this subject. The student will master the methods of acquiring individual signs (letters and numbers), including the methodology of their introduction sequence and their writing on a special machine for writing Braille - Tatrapoint.

Development of social skills of the visually impaired. The student will learn the methods, techniques and procedures of social skills development, will have a set of activities for the development of social skills. At the same time, the student will develop his/her communication and social skills and foster his/her creative thinking and organizational skills.

50/50

After completing the course, the student will acquire knowledge and planning, methods, procedures, methods, forms and means of teaching specific subjects for the visually impaired aimed at their personal and interpersonal development. The student will be familiar with the goals, educational plans and content of the subjects included in the area of Special Educational Support within the framework of the State Educational Programme for Pupils with Visual Impairment (subjects such as Individual Tyflopedic Exercises, Orientation and mobility, Mobility Training), as well as other specific subjects such as Informatics Education, Teaching Braille, Social Skills.

The student will acquire skills in the practical mastery of the principles of creating educational/stimulating materials for pupils with disabilities and in the creation of manuals/handbooks for them. The student will be competent in working with compensatory aids for the visually impaired. He/she will be proficient in the basic operation of assistive technology for visually impaired pupils, basic walking techniques for blind pupils with a guide, long white cane or guide dog. He/she will be proficient in specific methods of teaching orientation and mobility to blind pupils and movement development techniques for visually impaired pupils. The student will master specific procedures in the teaching of the subject of Information Education and will have the skills to modify the content of the curriculum in this subject. The student will develop skills in reading and writing Braille, skills in effective ways of managing self care, and communication and social skills useful in teaching the subject of Social Skills. He/she will be able to handle the teaching of the above subjects methodically and didactically.

Within the framework of transferable competences, the student will develop, in particular, communication and social competences, digital competences, organisational skills, digital skills, analytical skills, creativity and abstract thinking skills, mentoring and supervisory skills.

1P+2S - one hour of lecture and two hours of seminar per week, total 33 hours by combined method, primarily by full-time attendance.

Student workload:

1x11 = 11 and 2x11 = 33 hours of direct teaching; 30 hours of preparation of educational materials; 20 hours of creation of manuals; 30 hours of preparation for final exam. Total: 113 hours.

Methods of delivering the training content:

lecturing, discussion, brainstorming, solving model situations in both theoretical and practical terms, solving problem solving tasks.

Compulsory readings:

Vzdelávací program pre deti a žiakov so zrakovým postihnutím schválený MŠ SR.

LOPÚCHOVÁ, J. 2011. Základy pedagogiky zrakovo postihnutých. Bratislava: IRIS, 2011. ISBN 978-80-89238-61-3 (kapitoly: Komunikácia ZP, Orientácia a mobilita ZP).

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. KRAJČÍ, P. Teória a výskum digitálnych a asistenčných technológií v inkluzívnej špeciálnej pedagogike. Ostrava: Ostravská univerzita, Pedagogická fakulta, 2014. 199 s. ISBN 978-80-7464-675-1. (kapitoly: Diferenciácia pomôcok, prístrojov, techniky a technológií vo VR ZdP, Pomôcky a technológie ako prostriedok saturácie ŠEP jednotlivcov so ZZ, Pomôcky, prístroje, technika a technológie v špecifických predmetoch vo vzdelávaní jednotlivcov so zrakovým postihnutím, Tvorba edukačných materiálov prostredníctvom digitálnych technológií).

LOPÚCHOVÁ, J. Rozvíjanie prvkov priestorovej orientácie a mobility u binokulárne postihnutých detí predškolského veku prostredníctvom pohybových hier. Bratislava: [s.n.], 2001. - 136 s.

LOPÚCHOVÁ, J. Ondráčková, Ž. Orientácia a mobilita ako významný determinant nezávislosti seniorov so zrakovým postihnutím. Bratislava: Iris, 2020. 106 s. ISBN 978-80-8200-048-4 (kapitoly: Orientácia a mobilita jednotlivcov s poruchami zraku, Význam zmyslovej percepcie pre orientáciu a mobilitu, Zdroje vnemov pre orientáciu a mobilitu, Proces nácviku orientácie v priestore, Nácvik priestorovej orientácie a samostatného pohybu u seniorov so zrakovým postihnutím, Pomôcky, prístroje, technika a technológie pre efektívnu orientáciu a mobilitu jednotlivcov s poruchami zraku, Technologický pokrok v oblasti využívania pomôcok, prístrojov, techniky a technológií pre orientáciu a mobilitu, Mobilita a kvalita života jednotlivcov so zrakovým postihnutím, Orientácia a mobilita seniorov v zahraničných výskumných štúdiách).

LOPÚCHOVÁ, J. Ježíková, M. Teoreticko-empirické aspekty čitateľskej gramotnosti žiakov so zrakovým postihnutím. Bratislava: Iris, 2017. 246 s. ISBN 978-80-8200-017-0 (časti Komunikácia ZP, Edukácia ako bazálny nástroj nadobúdania gramotnosti jednotlivcov so ZP, Využitie zmyslov pri podpore čitateľskej gramotnosti ZP, Súvzťažné oblasti čitateľskej gramotnosti žiakov so ZP)

LOPÚCHOVÁ, J. Využitie tyflotechnických pomôcok a prístrojov v procese edukácie študentov so zrakovým postihnutím na PdF UK v Bratislave. In: Niektoré technologické inovácie v špeciálnej pedagogike. - Bratislava : Sapientia, 2007. S. 141-148. - ISBN 978-80-89229-10-9

LOPÚCHOVÁ, J. Orientácia a mobilita nevidiacich v zlých poveternostných podmienkach. In: Aktuálne otázky špeciálnej pedagogiky na Slovensku [elektronický zdroj]. - Senec : Slovenská únia mediátorov, 2009. - S. 58-61 [CD-ROM]. - ISBN 978-80-970251-2-0

LOPÚCHOVÁ, J. Sociálne zručnosti u študentov so zrakovým postihnutím na vysokej škole. In: Sociálny aspekt integrovaného vzdelávania detí a mládeže so zrakovým postihnutím. Bratislava : Univerzita Komenského, 2008. - S. 39-43. - ISBN 978-80-223-2353-6.

Recommended readings:

LOPÚCHOVÁ, J. Uplatnenie pomôcok, techniky a technológií v špecifických predmetoch v edukácii jednotlivcov so zrakovým postihnutím. In: Inovácie v teórii a praxi výchovnej a komplexnej rehabilitácie osôb so zdravotným postihnutím [elektronický zdroj]. - Bratislava : Iris, 2014. - S. 470-488 [CD-ROM]. - ISBN 978-80-89726-28-8

LOPÚCHOVÁ, J. Špecifiká nácviku orientácie a mobility u dospelých zrakovo postihnutých jednotlivcov In: Špeciálnopedagogické vedecké a praxeologické problémy v kontexte transformačných procesov. Prešov: Prešovská univerzita v Prešove, 2020. - S. 157-176. - ISBN 978-80-555-2591-4

LOPÚCHOVÁ, J. 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

LOPÚCHOVÁ, J. Mangová, L. Vzdelávanie žiakov so zrakovým postihnutím prostredníctvom nových informačných a komunikačných technológií s akcentom na využitie PC so špeciálnymi periférnymi zariadeniami. In: Komplexná rehabilitácia viacnásobne postihnutých : niektoré nové metodiky a programy. Bratislava : Mabag, 2009. - S. 206-217. - ISBN 978-80-89113-43-9

LOPÚCHOVÁ, J. Moderné informačno-komunikačné technológie a ich používanie z pohľadu pedagógov žiakov so zrakovým postihnutím. In: Paedagogica specialis 26. Bratislava: Iris, 2012. S. 221-238. ISBN 978-80-223-3287-3

LOPÚCHOVÁ, J. Vodiaci pes - luxus alebo nevyhnutnosť? : (z výskumu názorov laickej verejnosti na problematiku vodiaceho psa). - (Zborník Pedagogickej fakulty Univerzity Komenského). In: Paedagogica specialis 23. - Bratislava : Univerzita Komenského, 2007. - S. 241-244.ISBN 978-80-223-2387-1

WIENER,P. 2006. Prostorová orientace zrakově postižených. Praha: IR ZP UK, 2006. ISBN 80-239-6775-4

HALÁSOVÁ, E., KAMENICKÁ, V., MÚDRA, Š. 2005. Ja to zvládnem sám. Metodická príručka nácviku priestorovej orientácie, samostatného pohybu a sebaobslužných činností zrakovo postihnutých detí. Levoča: Tlačiareň Polypress spol. s.r.o. Levoča, 2005. 67 s. ISBN 80-88704-62-6.

RUŽIČKOVÁ, V., KROUPOVÁ, K. 2017. Pohled na samostatný pohyb a prostorovou orientaci osob se zrakovým postižením. Olomouc: Univerzita Palackého v Olomouci, 2017. 177 s. ISBN 978-80-244-5273-9.

REGEC, V. Vybrané aspekty využitia informačných a komunikačných technológií v teórii a praxi. In REGEC, V. (Ed.) Sborník textů z odborné mezinárodní konference s názvem Posilování kompetencí v oblasti informačních technologií mladých vědeckých pracovníků při práci s osobami se zdravotním postižením, 2012, 1. Vyd. Olomouc: Univerzita Palackého v Olomouci. s. 171 – 188. ISBN 978-80-244-3190-1

ROVŇANÍKOVÁ, M. 2014. Špecifiká práce so žiakovým postihnutím [online]. Bratislava: Metodicko-pedagogické centrum, 33 s. ISBN

During the semester, the student will create educational material for students with visual impairments that will be used primarily in the specific course Individual Tyflopedic Training. The student will develop a manual/guide/methodological material (depending on the focus of the educational material) for the use of the material/assistance(s).

The course ends with an assessment of the acquired knowledge and a practical exam. A student who fails to meet the conditions set by the teacher during the semester will not be admitted to the final assessment.

The evaluation 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, satisfactory - results meet the minimum criteria),

Fx (59-0 points, inadequate - extra 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. 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.

A - excellent performance, the student knows the basic concepts and terminology, can apply what is learned to practice; thinks and evaluates critically, the educational material meets all the required criteria, the manual/handbook is appropriate to the assignment and is rigorously developed;

B - excellent performance, the student knows basic concepts and terminology, but minor deficiencies are observed when applying the knowledge to practice; critical thinking is somewhat weakened; educational material meets almost all required criteria, the manual/handbook meets the assignment but is not compact;

C - good performance, the student has mastered the basic concepts and terminology but can only partially apply what he/she has learned to practice; critical thinking is considerably weakened; the educational material meets only part of the required criteria, the manual/manual shows professional and methodological deficiencies;

D - acceptable performance, the student has mastered only part of the basic concepts and terminology, he/she cannot synthesize what he/she has learned, he/she has significant problems with application to the practical plane, critical thinking is significantly weakened; the educational material meets only the minimum criteria, the manual/manual shows significant professional and methodological deficiencies;

E - minimally acceptable performance, the student has mastered basic concepts and terminology at an elementary level, applies what he/she has learned to practice with significant problems and teacher support, critical thinking is significantly weakened; the educational material meets only elementary criteria, the manual/handbook is not sufficiently professionally and methodologically elaborated;

Fx - unacceptable performance, the student has not met the conditions set by the teacher during the semester.

slovak, czech

Special educational support - educational area in the context of the Educational Programme for Children and Pupils with Visual Impairment. The student will acquire terminology and conceptual apparatus from the given issue, understand the connections between the subjects in the given area, be able to navigate in them, be able to identify the problems of pupils in specific areas, propose solutions, transfer the learned to the practical level and specific procedures in education.

Principles of creating worksheets, stimulating materials and didactic aids for pupils with visual impairment necessary for teaching individual typhlopedic exercises.

Creation of educational materials, aids and other components of the educational process. The student will have skills that can be used in the creation of specific educational materials, will be able to think creatively, practically process their ideas (development of creative thinking and creativity), will learn to use the acquired knowledge in the preparation of aids and supporting educational material.

Orientation and mobility. The student will learn in theoretical and practical terms the basic techniques of orientation - guiding by a sighted person, techniques of walking with a white stick, walking with a guide dog, trailing, safety attitudes. The student can identify and name the differences between orientation feature and point of orientation, between macro space and micro space. The student will gain experience with mind maps - a set of coordinates used to orient and navigate a blind person. Acquires skill in guiding the blind and supporting their orientation in space.

Movement Training. The student will be provided with a battery of activities and exercises to promote movement education for the visually impaired. He/she will understand the importance and significance of movement, physical activities, correct posture, will acquire the methodology and didactic procedures of practicing and developing movement skills of pupils, will become familiar with the elements of health physical education, will understand the movement limitations in progressive visual impairments. Gain skills in the application of the passive movement method, etc.

Information Education. The student will become familiar with the basic principles of the blind and severely visually impaired working with PC using assistive technologies. He/she will master the basics of controlling the voice output of JAWS and NVDA (blind pupils) and the so-called screen magnifiers MAGIC, ZOOMTEXT, etc. (partially sighted pupils). Will

Individual typing exercises and Braille practice. The student will develop skills in reading and writing Braille and enrich them with the competence to methodically and didactically guide a pupil with disabilities in this subject. The student will master the methods of acquiring individual signs (letters and numbers), including the methodology of their introduction sequence and their writing on a special machine for writing Braille - Tatrapoint.

Development of social skills of the visually impaired. The student will learn the methods, techniques and procedures of social skills development, will have a set of activities for the development of social skills. At the same time, the student will develop his/her communication and social skills and foster his/her creative thinking and organizational skills.

50/50

After completing the course, the student will acquire knowledge and planning, methods, procedures, methods, forms and means of teaching specific subjects for the visually impaired aimed at their personal and interpersonal development. The student will be familiar with the goals, educational plans and content of the subjects included in the area of Special Educational Support within the framework of the State Educational Programme for Pupils with Visual Impairment (subjects such as Individual Tyflopedic Exercises, Orientation and mobility, Mobility Training), as well as other specific subjects such as Informatics Education, Teaching Braille, Social Skills.

The student will acquire skills in the practical mastery of the principles of creating educational/stimulating materials for pupils with disabilities and in the creation of manuals/handbooks for them. The student will be competent in working with compensatory aids for the visually impaired. He/she will be proficient in the basic operation of assistive technology for visually impaired pupils, basic walking techniques for blind pupils with a guide, long white cane or guide dog. He/she will be proficient in specific methods of teaching orientation and mobility to blind pupils and movement development techniques for visually impaired pupils. The student will master specific procedures in the teaching of the subject of Information Education and will have the skills to modify the content of the curriculum in this subject. The student will develop skills in reading and writing Braille, skills in effective ways of managing self care, and communication and social skills useful in teaching the subject of Social Skills. He/she will be able to handle the teaching of the above subjects methodically and didactically.

Within the framework of transferable competences, the student will develop, in particular, communication and social competences, digital competences, organisational skills, digital skills, analytical skills, creativity and abstract thinking skills, mentoring and supervisory skills.

2S - two hours of seminar per week for a total of 22 hours per semester by the combined method, primarily by full-time attendance.

Student workload:

2x11=22 hours of direct teaching; 20 hours of making a product in Braille; 28 hours of making a product (typhlography); 20 hours of preparation for the final exam. Total: 90 hours.

Methods of delivery of educational content:

interpretation of the curriculum, discussion, methods of practical activity (methods of practicing practical skills), methods of repetition and consolidation of the curriculum, self-study.

Compulsory readings:

LOPÚCHOVÁ, J. 2011. Základy pedagogiky zrakovo postihnutých. Bratislava: IRIS, 2011. ISBN 978-80-89238-61-3.

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, 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

JESENSKÝ, J. 1988. Hmatové vnímání informací s pomocí tyflografiky. 1. vydání. Praha: Státní pedagogické nakladatelství, 1988. 226 s.

LOPÚCHOVÁ, J. Príručka o vzdelávaní žiaka s poruchou zraku v bežnej škole. Bratislava, IRIS, 2021. S. 86. ISBN 978-80-8200-101-6.

Recommended readings:

SALISBURY, R. 2008. Teaching pupils with visual impairment. 1 vyd. NY: New York, Routledge, 2008. s. 153. ISBN 978-1-84312-395-8

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.

During the semester, the student will prepare/create two products/materials/aids according to the conditions set by the teacher at the beginning of the semester (each product can earn 30 points). The course ends with an assessment of the acquired knowledge and a practical examination aimed at verifying the competence in reading and writing Braille and the procedures for creating typhlographic materials (the student may obtain a maximum of 40 points). A total of 100 points for both assessments.

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, satisfactory - results meet the minimum criteria),

Fx (59-0 points, inadequate - extra 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. Credit will not be awarded to a student who scores less than 50% on any of the assignments. To pass the course, a minimum score of 60% is required.

A - excellent performance, the student has mastered the basic concepts and terminology of typography, can read and write in Braille, can apply what he/she has learnt in a practical way; his/her work during the semester is systematic; the products produced during the semester meet the conditions set by the teacher, are original and suitable for work with an individual with a visual impairment;

B - excellent performance, the student knows the basic concepts and terminology of typhlography, but there are slight deficiencies in the application of the knowledge to the practical level; the products produced during the semester have minor deficiencies, but meet the conditions for possible use in work with an individual with a visual impairment;

C - good performance, the student has acquired the established terminology of typography, but can only partially apply what he/she has learnt to practice; problems occur when writing and reading Braille, the products made during the semester have slight deficiencies, they only partially meet the conditions for possible use when working with an individual with a visual impairment;

D - acceptable performance, the student has acquired concepts and terminology in the field of typhlography at a very low level, there are significant deficiencies in the subject matter, the student cannot transfer what he/she has learned to practice; his/her work during the semester meets the minimum criteria; the products produced during the semester have significant deficiencies;

E - minimally acceptable performance, student has minimal mastery of the subject matter, lacks critical thinking and evaluation, cannot adequately transfer what is learned into practice; products produced during the semester have significant deficiencies and are nearly unusable in practice;

Fx - unacceptable performance, the student has not met the requirements set by the instructor during the semester.

slovak, czech, english

Conceptual and professional terminology in the field of typhlography, the aims of typhlography and the subject of its study. The development of typhlography abroad and in the Slovak Republic from the earliest times to the present day. Students will acquire new knowledge in the field of reference of typhlography. They will master the terminology and professional terminology and be able to communicate it professionally. They will gain an overview of the development of typhlography and typhlographic practices in the past and present.

Basic typographic parameters in the creation of typographic materials in 2D dimensions.

Definition and dimensions of the terms point, line, area, creation of 2D typhlographic materials, etc. Students will learn to differentiate and control the basic parameters of 2D output. At the same time, they will learn to work with them in a practical way.

Basic typhlographic parameters in the creation of 3D models (use of appropriate materials, size of models, technical design of models). 3D printers and their use in the educational process of students with visual impairment, creation of 3D typhlographic materials. Students will learn to distinguish and control the basic parameters of 3D outputs. At the same time they will learn to work with them in a practical level. They will become familiar with the technologies of preparation and creation of 3D outputs. They will learn how to work in Blender.

Didactic methods and procedures for practicing "reading" by touch typhlographic images. Creation of a legend in Braille and its correct placement in typhlographic plans, maps and models. Creation of tactile books. Students will gain an overview, learn and master the didactic methods and procedures of creating typhlographic outcomes and their labelling in Braille.

Braille, Braille sign, Slovak Braille alphabet, Braille machine - Tatrapoint. The student will gain knowledge about the system and methods of writing Braille, about the devices used for writing and reading Braille, which as a future special educator may encounter when working with individuals with visual impairments. The student will learn the system and methods of writing relief-point braille. The student will become familiar with the Slovak standardized Braille notation (familiarity with the notation of individual letters, numbers, punctuation, mathematical notation and the notation of specific signs - e.g. @, ©, €, etc.). The student will master both theoretically and practically the notation of specific Braille signs, develop his/her ability to communicate and his/her digital skills.

Writing the letters of the Braille alphabet. Methodical sequence of braille 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 – capital letters, number code, asterisk.

Technique and technology for relief-point writing. The student will learn how to operate and work with a braille printer, master basic printer functions, and work in appropriate braille printing software. The student will become proficient in the operation of Tatrapoint and the braille printer. The student will become familiar with working on the braille line (display), will master the basic functions of the braille line and work in a text editor or mathematical notation software (Lambda). The student will develop skills in the use of the braille line.

100/0

The goal of the course is to prepare the student, a future special educator, to work with individuals with visual impairments in order to actively use typhlography and Braille in education.

After completing the course, the students not only master the concepts and terminology in the field of typhlography, but also the theoretical and especially practical procedures (skills) of creating typhlographic materials in 2D dimension (relief maps and plans, pictures, materials to illustrate the problems of geometry, tactile books, tactile boards, etc.) and in 3D dimension (models and their production taking into account the specifics and needs of blind pupils). They are oriented in the concepts of relief point and its parameters, six-point, relief line, relief surface, they are able to identify them in practical terms. They acquire the skills to create typographic outputs using a variety of materials.

Students have competence in reading and writing Braille (also focusing on the creation of writing legends to typhlographic materials). Students are proficient in Braille, including punctuation and numbers, not only in reading, but also in writing Braille on Tatrapoint. After completing the course, the student will have more advanced information about the possibilities of using Braille in practice, will be able to operate a Braille printer (Index Everest), and will be able to work with a Braille display (line). He/she will also acquire basic knowledge of the notation of characters used in specialized subjects (music education, mathematics, physics, chemistry...). Can write dictated text on Tatrapoint.

During the course, the student will develop his/her communication skills, ICT literacy, critical thinking, reasoning in context.

2S - two hours of seminar per week for a total of 22 hours per semester by the combined method, primarily by full-time attendance.

Student workload:

2x11=22 hours of direct teaching; 20 hours of making a product in Braille; 28 hours of making a product (typhlography); 20 hours of preparation for the final exam. Total: 90 hours.

Methods of delivery of educational content:

interpretation of the curriculum, discussion, methods of practical activity (methods of practicing practical skills), methods of repetition and consolidation of the curriculum, self-study.

Compulsory readings:

LOPÚCHOVÁ, J. 2011. Základy pedagogiky zrakovo postihnutých. Bratislava: IRIS, 2011. ISBN 978-80-89238-61-3.

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, 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

JESENSKÝ, J. 1988. Hmatové vnímání informací s pomocí tyflografiky. 1. vydání. Praha: Státní pedagogické nakladatelství, 1988. 226 s.

LOPÚCHOVÁ, J. Príručka o vzdelávaní žiaka s poruchou zraku v bežnej škole. Bratislava, IRIS, 2021. S. 86. ISBN 978-80-8200-101-6.

Recommended readings:

SALISBURY, R. 2008. Teaching pupils with visual impairment. 1 vyd. NY: New York, Routledge, 2008. s. 153. ISBN 978-1-84312-395-8

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.

During the semester, the student will prepare/create two products/materials/aids according to the conditions set by the teacher at the beginning of the semester (each product can earn 30 points). The course ends with an assessment of the acquired knowledge and a practical examination aimed at verifying the competence in reading and writing Braille and the procedures for creating typhlographic materials (the student may obtain a maximum of 40 points). A total of 100 points for both assessments.

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, satisfactory - results meet the minimum criteria),

Fx (59-0 points, inadequate - extra 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. Credit will not be awarded to a student who scores less than 50% on any of the assignments. To pass the course, a minimum score of 60% is required.

A - excellent performance, the student has mastered the basic concepts and terminology of typography, can read and write in Braille, can apply what he/she has learnt in a practical way; his/her work during the semester is systematic; the products produced during the semester meet the conditions set by the teacher, are original and suitable for work with an individual with a visual impairment;

B - excellent performance, the student knows the basic concepts and terminology of typhlography, but there are slight deficiencies in the application of the knowledge to the practical level; the products produced during the semester have minor deficiencies, but meet the conditions for possible use in work with an individual with a visual impairment;

C - good performance, the student has acquired the established terminology of typography, but can only partially apply what he/she has learnt to practice; problems occur when writing and reading Braille, the products made during the semester have slight deficiencies, they only partially meet the conditions for possible use when working with an individual with a visual impairment;

D - acceptable performance, the student has acquired concepts and terminology in the field of typhlography at a very low level, there are significant deficiencies in the subject matter, the student cannot transfer what he/she has learned to practice; his/her work during the semester meets the minimum criteria; the products produced during the semester have significant deficiencies;

E - minimally acceptable performance, student has minimal mastery of the subject matter, lacks critical thinking and evaluation, cannot adequately transfer what is learned into practice; products produced during the semester have significant deficiencies and are nearly unusable in practice;

Fx - unacceptable performance, the student has not met the requirements set by the instructor during the semester.

slovak, czech, english

Conceptual and professional terminology in the field of typhlography, the aims of typhlography and the subject of its study. The development of typhlography abroad and in the Slovak Republic from the earliest times to the present day. Students will acquire new knowledge in the field of reference of typhlography. They will master the terminology and professional terminology and be able to communicate it professionally. They will gain an overview of the development of typhlography and typhlographic practices in the past and present.

Basic typographic parameters in the creation of typographic materials in 2D dimensions.

Definition and dimensions of the terms point, line, area, creation of 2D typhlographic materials, etc. Students will learn to differentiate and control the basic parameters of 2D output. At the same time, they will learn to work with them in a practical way.

Basic typhlographic parameters in the creation of 3D models (use of appropriate materials, size of models, technical design of models). 3D printers and their use in the educational process of students with visual impairment, creation of 3D typhlographic materials. Students will learn to distinguish and control the basic parameters of 3D outputs. At the same time they will learn to work with them in a practical level. They will become familiar with the technologies of preparation and creation of 3D outputs. They will learn how to work in Blender.

Didactic methods and procedures for practicing "reading" by touch typhlographic images. Creation of a legend in Braille and its correct placement in typhlographic plans, maps and models. Creation of tactile books. Students will gain an overview, learn and master the didactic methods and procedures of creating typhlographic outcomes and their labelling in Braille.

Braille, Braille sign, Slovak Braille alphabet, Braille machine - Tatrapoint. The student will gain knowledge about the system and methods of writing Braille, about the devices used for writing and reading Braille, which as a future special educator may encounter when working with individuals with visual impairments. The student will learn the system and methods of writing relief-point braille. The student will become familiar with the Slovak standardized Braille notation (familiarity with the notation of individual letters, numbers, punctuation, mathematical notation and the notation of specific signs - e.g. @, ©, €, etc.). The student will master both theoretically and practically the notation of specific Braille signs, develop his/her ability to communicate and his/her digital skills.

Writing the letters of the Braille alphabet. Methodical sequence of braille 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 – capital letters, number code, asterisk.

Technique and technology for relief-point writing. The student will learn how to operate and work with a braille printer, master basic printer functions, and work in appropriate braille printing software. The student will become proficient in the operation of Tatrapoint and the braille printer. The student will become familiar with working on the braille line (display), will master the basic functions of the braille line and work in a text editor or mathematical notation software (Lambda). The student will develop skills in the use of the braille line.

100/0

The goal of the course is to prepare the student, a future special educator, to work with individuals with visual impairments in order to actively use typhlography and Braille in education.

After completing the course, the students not only master the concepts and terminology in the field of typhlography, but also the theoretical and especially practical procedures (skills) of creating typhlographic materials in 2D dimension (relief maps and plans, pictures, materials to illustrate the problems of geometry, tactile books, tactile boards, etc.) and in 3D dimension (models and their production taking into account the specifics and needs of blind pupils). They are oriented in the concepts of relief point and its parameters, six-point, relief line, relief surface, they are able to identify them in practical terms. They acquire the skills to create typographic outputs using a variety of materials.

Students have competence in reading and writing Braille (also focusing on the creation of writing legends to typhlographic materials). Students are proficient in Braille, including punctuation and numbers, not only in reading, but also in writing Braille on Tatrapoint. After completing the course, the student will have more advanced information about the possibilities of using Braille in practice, will be able to operate a Braille printer (Index Everest), and will be able to work with a Braille display (line). He/she will also acquire basic knowledge of the notation of characters used in specialized subjects (music education, mathematics, physics, chemistry...). Can write dictated text on Tatrapoint.

During the course, the student will develop his/her communication skills, ICT literacy, critical thinking, reasoning in context.

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

Student workload:

2x11 - 22 hours of direct teaching; 15 hours of semester paper preparation; 20 hours of preparation for presenting intervention activities; TOTAL: 57 hours.

Methods of delivering the content of education:

interpretation of the curriculum, lecturing, discussion, demonstration of intervention activities, small group work, self-study, problem solving tasks and model situations.

Compulsory readings:

LOPÚCHOVÁ, J., SCHMIDTOVÁ, M., TARCSIOVÁ, D., KASTELOVÁ, A. 2013. Pedagogika zmyslovo postihnutých raného a predškolského veku. Bratislava : Iris. ISBN 978-80-89238-83-5

LOPÚCHOVÁ, J. Včasná intervencia, jej význam a úloha v živote zrakovo postihnutého dieťaťa. In: Efeta - otvor sa. - Roč. 9, č. 3 (1999), s. 4-5. - ISSN 1335-1397

LOPÚCHOVÁ, J. Včasná intervencia viacnásobne postihnutých detí. In: Včasná intervencia zrakovo postihnutých detí na Slovensku. - Bratislava : Pedagogická fakulta UK, 2001. - S. 17-22. - ISBN 80-88868-71-8

LOPÚCHOVÁ, J. K včasnej intervencii detí raného veku so zrakovým postihnutím. In: Raná a predškolská starostlivosť o deti so zrakovým postihnutím na Slovensku [elektronický zdroj].Senec : Slovenská únia mediátorov, 2009. - S. 10-20 [CD-ROM]. - ISBN 978-80-970251-3-7

LOPÚCHOVÁ, J. K problematike včasnej intervencie u zrakovo postihnutých detí v systéme špeciálnopedagogického poradenstva. (Efeta). In: Efeta otvor sa 2005 : Poradenstvo v špeciálnej a liečebnej pedagogike. - Martin : Osveta, 2006

LOPÚCHOVÁ, J. Včasná intervencia: špeciálna starostlivosť o zrakovo postihnuté deti. In: Učiteľské noviny. - Roč. 49, č. 3 (1999), s. 8. - ISSN 0139-5769

LOPÚCHOVÁ, J. Využitie vizuálnej stimulácie pri zvyšovaní úrovne funkčného zraku u detí so zrakovým a viacnásobným postihnutím. In: Paedagogica specialis 23. - Bratislava : Univerzita Komenského, 2007. - S. 129-132.ISBN 978-80-223-2387-1

LOPÚCHOVÁ, J. Podpora zrakového vnímania prostredníctvom stimulácie zraku u detí so zrakovým postihnutím. In: Trendy a nové výzvy v špeciálnej pedagogike. - Bratislava : Iris, 2010. - S. 503-516. ISBN 978-80-89238-36-1

LOPÚCHOVÁ, J. BALŠANOVÁ, A. Rozvoj sluchovej percepcie u detí so zrakovým postihnutím prostredníctvom aplikácie stimulačného programu s využitím prvkov muzikoterapie. In: Paedagogica specialis 29. - Bratislava : Univerzita Komenského v Bratislave, 2015. - S. 153-165. ISBN 978-80-223-4010-6

LOPÚCHOVÁ, J. BAROŠOVÁ, V. Rozvoj grafomotorických zručností u detí predškolského veku so zrakovým postihnutím. In: Paedagogica specialis 29. - Bratislava : Univerzita Komenského v Bratislave, 2015. - S. 166-180. ISBN 978-80-223-4010-6

Recommended readings:

LOPÚCHOVÁ, J. Komplexná podpora rozvoja zrakových funkcií u jednotlivcov so zrakovým postihnutím s akcentom na reedukáciu zraku. In: Současná slovenská a česká speciální pedagogika v kontextu vědy a výzkumu. - Praha : Knihy nejen pro bohaté, 2014. - S. 163-200. - ISBN 978-80-86499-10-9

LOPÚCHOVÁ, J. 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. ŠULKOVÁ, V. ZÁNI, M. Stimulation programs as part of the intervention approaches in the early care for children with visual impairments. In: Journal of Exceptional People. - Roč. 2, č. 3 (2013), s. 19-38. - ISSN 1805-4978

LOPÚCHOVÁ, J. Z výskumu možností a postupov rozvoja hmatového vnímania u detí so zrakovým postihnutím. in: Paedagogica specialis 34 : zborník vedeckých príspevkov Pedagogickej fakulty Univerzity Komenského v Bratislave. - Bratislava : Univerzita Komenského v Bratislave, 2020. - S. 178-191. - ISBN 978-80-223-5049-5

LOPÚCHOVÁ, J. Z výskumu účinnosti inovačného programu na rozvoj zrakových funkcií u detí predškolského veku. In: Inkluzivní vzdělávání v globálních a v užších kontextech : předškolní a základní vzdělávání. Ostrava : Ostravská univerzita, Pedagogická fakulta, 2014. - S. 68-76. - ISBN 978-80-7464-659-1

LOPÚCHOVÁ, J. Kompenzačné mechanizmy u nevidiaceho dieťaťa a ich rozvíjanie. In: Špeciálnopedagogické a psychologické intervencie u zrakovo postihnutých detí predškolského veku. - Vrútky : Advent-Orion, 2004. - S. 74-76. - ISBN 80-8071-053-8

LOPÚCHOVÁ, J. Podpora zrakového vnímania prostredníctvom stimulácie zraku u detí so zrakovým postihnutím. In: Trendy a nové výzvy v špeciálnej pedagogike. - Bratislava : Iris, 2010. - S. 503-516. ISBN 978-80-89238-36-1

LOPÚCHOVÁ, J. Podpora využívania funkčného zraku u detí so zrakovým a viacnásobným postihnutím. In: Nové trendy v edukácii a v starostlivosti o zrakovo postihnutých. - Bratislava : Jana Lopúchová, 2006. S. 94-97. - ISBN 80-969125-8-5

STRASSMEIER, Walter: 260 cvičení pro děti raného věku. 2.vydanie. Praha: Portál, 2000.

LUKÁČOVÁ, Lenka a GOGOVÁ, Tatiana. Možnosti a limity využitia programu Portage v ranej intervencii na Slovensku. In: Osoby so zdravotným znevýhodnením v kontexte súčasnej špeciálnej pedagogiky a súvzťažných vied [elektronický zdroj]. Bratislava: Iris, 2013. S. 545-570. [CDEROM]. ISBN 978-80-89238-87-3

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. 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.

BEDNÁŘOVÁ,J. Rozvoj zrakového vnímání pro děti od 3-5 let. Brno: Computer Press, 2009. ISBN 978-80-2512-446-8. S 64.

BEDNÁŘOVÁ,J. Rozvoj zrakového vnímání pro děti od 4-6 let. Brno: Computer Press, 2009. ISBN 978-80-2512-44-06. S 64.

ROSENBAUER,H.W. Zrakové cvičenia. Bratislava: IKAR, 1999. ISBN 978-80-7118-96-7-1.

During the semester, the student will prepare a term paper on a topic assigned by the instructor, from which he/she may earn a maximum of 40 points (min. 25 points). During the semester, the student will present in a group the proposed and elaborated intervention procedure within the assigned topic (type and degree of disability, type of diagnosis, diagnostic methods...) and explain the chosen intervention procedures. The student can obtain a maximum of 60 points (min. 40 points) from this outcome.

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, satisfactory - results meet the minimum criteria),

Fx (59-0 points, inadequate - extra 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 mastered the basic concepts in the field of intervention for the disabled, he/she is able to apply what has been learnt on a theoretical level to a practical level; he/she is able to present intervention activities in an excellent manner, the term paper meets all the criteria set; the student is critically evaluated;

B - excellent performance, the student has mastered the basic concepts, but slight deficiencies are observed in the application of knowledge to practice - the presentation of intervention activities is solved with minor hesitations; he/she is able to present intervention activities appropriately, slight deficiencies are observed in the term paper; critical thinking is borderline;

C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to the practical level; he/she has problems with complex problem solving and with presenting intervention activities; the term paper has shortcomings;

D - acceptable performance, the student has only partially mastered the knowledge, he/she has significant deficiencies in the problem, he/she cannot apply what he/she has learnt in the practical plane, he/she has problems solving model situations and deficiencies also appear in the presentation of intervention activities; his/her term paper meets the minimum criteria;

E - minimally acceptable performance, the student has acquired minimal knowledge, he/she cannot transfer it adequately to the practical plane and present intervention activities in front of the practice group; the term paper meets the elementary requirements.

Fx - unacceptable performance, the student has not sufficiently mastered the content of the education, or has not met the requirements set by the teacher during the semester.

slovak, czech

The student will learn the definition of basic terms, meaning, and goals of intervention activities for children with visual impairment (VI).

The student will learn and understand the eclectic and holistic concept of intervention approach for children with disabilities.

Acquires knowledge of social interventions for the visually impaired, communication interventions for the visually impaired, educational interventions for the visually impaired.

Understand the importance of intervention programmes in practice, their relevance and application. The student will become familiar with intervention programs and how they can be applied to the care of young children with visual impairments. The student will learn intervention procedures and methods. The student will be able to analyse intervention activities and acquire the ability to implement interventions through play and in play situations.

The student will gain knowledge of available intervention programs and activities. The student will become familiar with the following available intervention programmes: OREGON project. INSITE Model in place. PAAVI project. REACH and TEACH child mobility development project. Sensory Integration Programme. STIP Tactile Perception Programme (Speed of Tactile of Information Processing. IN SIGHT project. KIJKDOOS. GOLDSTEIN's method of social communication. Filial therapy in the visually impaired. AAK programs. Strassmeier exercises for early childhood. ROzvíjej se detatko (Eva Kiedronova). Overview of child development (Allen-Marotz). The Reynell-Zinkin Developmental Scale. Social maturity scale for blind preschool children (MaxfieldeBuchholz). Natali Barraga's I.C.A.N. Visual Development Program. Look at me program. Frostig's visual perception program. Hätscher-Rosenbauer visual exercises. Suggestions for working with multiply handicapped children.

Intervention programs focusing on the development of particular areas of child development. The student will gain knowledge of available intervention activities and programs for the development of: tactile perception, gross and fine motor skills, visuomotor skills, graphomotor skills, drawing, cognitive functions, visual perception, responsiveness, for re-education of hearing, speech skills, communication, stimulation of social development, development of self-care, independence, work habits, and emotional intelligence.

Parents as partners in intervention activities. The student will gain knowledge of the importance of partnering with parents in the implementation of intervention activities in the home setting.

100/0

After completing the course, students will have theoretical knowledge (knowledge) of intervention programs for children with visual impairment (VI) and will be able to apply them in practice (skills). At the same time, they will acquire the ability (competences) to methodically develop, process, apply and validate intervention activities/activities for children with visual impairment. Students will acquire knowledge and competences in the field of development and application of intervention programmes and techniques for individuals with visual impairment and their modifications with regard to the specifics of the individual's age, type, type and degree of visual impairment. Students will acquire the ability and skills to apply the acquired knowledge and competencies to the practical level through the development and presentation of intervention activities.

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

Student workload:

2x11 - 22 hours of direct teaching; 15 hours of semester paper preparation; 20 hours of preparation for presenting intervention activities; TOTAL: 57 hours.

Methods of delivering the content of education:

interpretation of the curriculum, lecturing, discussion, demonstration of intervention activities, small group work, self-study, problem solving tasks and model situations.

Compulsory readings:

LOPÚCHOVÁ, J., SCHMIDTOVÁ, M., TARCSIOVÁ, D., KASTELOVÁ, A. 2013. Pedagogika zmyslovo postihnutých raného a predškolského veku. Bratislava : Iris. ISBN 978-80-89238-83-5

LOPÚCHOVÁ, J. Včasná intervencia, jej význam a úloha v živote zrakovo postihnutého dieťaťa. In: Efeta - otvor sa. - Roč. 9, č. 3 (1999), s. 4-5. - ISSN 1335-1397

LOPÚCHOVÁ, J. Včasná intervencia viacnásobne postihnutých detí. In: Včasná intervencia zrakovo postihnutých detí na Slovensku. - Bratislava : Pedagogická fakulta UK, 2001. - S. 17-22. - ISBN 80-88868-71-8

LOPÚCHOVÁ, J. K včasnej intervencii detí raného veku so zrakovým postihnutím. In: Raná a predškolská starostlivosť o deti so zrakovým postihnutím na Slovensku [elektronický zdroj].Senec : Slovenská únia mediátorov, 2009. - S. 10-20 [CD-ROM]. - ISBN 978-80-970251-3-7

LOPÚCHOVÁ, J. K problematike včasnej intervencie u zrakovo postihnutých detí v systéme špeciálnopedagogického poradenstva. (Efeta). In: Efeta otvor sa 2005 : Poradenstvo v špeciálnej a liečebnej pedagogike. - Martin : Osveta, 2006

LOPÚCHOVÁ, J. Včasná intervencia: špeciálna starostlivosť o zrakovo postihnuté deti. In: Učiteľské noviny. - Roč. 49, č. 3 (1999), s. 8. - ISSN 0139-5769

LOPÚCHOVÁ, J. Využitie vizuálnej stimulácie pri zvyšovaní úrovne funkčného zraku u detí so zrakovým a viacnásobným postihnutím. In: Paedagogica specialis 23. - Bratislava : Univerzita Komenského, 2007. - S. 129-132.ISBN 978-80-223-2387-1

LOPÚCHOVÁ, J. Podpora zrakového vnímania prostredníctvom stimulácie zraku u detí so zrakovým postihnutím. In: Trendy a nové výzvy v špeciálnej pedagogike. - Bratislava : Iris, 2010. - S. 503-516. ISBN 978-80-89238-36-1

LOPÚCHOVÁ, J. BALŠANOVÁ, A. Rozvoj sluchovej percepcie u detí so zrakovým postihnutím prostredníctvom aplikácie stimulačného programu s využitím prvkov muzikoterapie. In: Paedagogica specialis 29. - Bratislava : Univerzita Komenského v Bratislave, 2015. - S. 153-165. ISBN 978-80-223-4010-6

LOPÚCHOVÁ, J. BAROŠOVÁ, V. Rozvoj grafomotorických zručností u detí predškolského veku so zrakovým postihnutím. In: Paedagogica specialis 29. - Bratislava : Univerzita Komenského v Bratislave, 2015. - S. 166-180. ISBN 978-80-223-4010-6

Recommended readings:

LOPÚCHOVÁ, J. Komplexná podpora rozvoja zrakových funkcií u jednotlivcov so zrakovým postihnutím s akcentom na reedukáciu zraku. In: Současná slovenská a česká speciální pedagogika v kontextu vědy a výzkumu. - Praha : Knihy nejen pro bohaté, 2014. - S. 163-200. - ISBN 978-80-86499-10-9

LOPÚCHOVÁ, J. 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. ŠULKOVÁ, V. ZÁNI, M. Stimulation programs as part of the intervention approaches in the early care for children with visual impairments. In: Journal of Exceptional People. - Roč. 2, č. 3 (2013), s. 19-38. - ISSN 1805-4978

LOPÚCHOVÁ, J. Z výskumu možností a postupov rozvoja hmatového vnímania u detí so zrakovým postihnutím. in: Paedagogica specialis 34 : zborník vedeckých príspevkov Pedagogickej fakulty Univerzity Komenského v Bratislave. - Bratislava : Univerzita Komenského v Bratislave, 2020. - S. 178-191. - ISBN 978-80-223-5049-5

LOPÚCHOVÁ, J. Z výskumu účinnosti inovačného programu na rozvoj zrakových funkcií u detí predškolského veku. In: Inkluzivní vzdělávání v globálních a v užších kontextech : předškolní a základní vzdělávání. Ostrava : Ostravská univerzita, Pedagogická fakulta, 2014. - S. 68-76. - ISBN 978-80-7464-659-1

LOPÚCHOVÁ, J. Kompenzačné mechanizmy u nevidiaceho dieťaťa a ich rozvíjanie. In: Špeciálnopedagogické a psychologické intervencie u zrakovo postihnutých detí predškolského veku. - Vrútky : Advent-Orion, 2004. - S. 74-76. - ISBN 80-8071-053-8

LOPÚCHOVÁ, J. Podpora zrakového vnímania prostredníctvom stimulácie zraku u detí so zrakovým postihnutím. In: Trendy a nové výzvy v špeciálnej pedagogike. - Bratislava : Iris, 2010. - S. 503-516. ISBN 978-80-89238-36-1

LOPÚCHOVÁ, J. Podpora využívania funkčného zraku u detí so zrakovým a viacnásobným postihnutím. In: Nové trendy v edukácii a v starostlivosti o zrakovo postihnutých. - Bratislava : Jana Lopúchová, 2006. S. 94-97. - ISBN 80-969125-8-5

STRASSMEIER, Walter: 260 cvičení pro děti raného věku. 2.vydanie. Praha: Portál, 2000.

LUKÁČOVÁ, Lenka a GOGOVÁ, Tatiana. Možnosti a limity využitia programu Portage v ranej intervencii na Slovensku. In: Osoby so zdravotným znevýhodnením v kontexte súčasnej špeciálnej pedagogiky a súvzťažných vied [elektronický zdroj]. Bratislava: Iris, 2013. S. 545-570. [CDEROM]. ISBN 978-80-89238-87-3

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. 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.

BEDNÁŘOVÁ,J. Rozvoj zrakového vnímání pro děti od 3-5 let. Brno: Computer Press, 2009. ISBN 978-80-2512-446-8. S 64.

BEDNÁŘOVÁ,J. Rozvoj zrakového vnímání pro děti od 4-6 let. Brno: Computer Press, 2009. ISBN 978-80-2512-44-06. S 64.

ROSENBAUER,H.W. Zrakové cvičenia. Bratislava: IKAR, 1999. ISBN 978-80-7118-96-7-1.

During the semester, the student will prepare a term paper on a topic assigned by the instructor, from which he/she may earn a maximum of 40 points (min. 25 points). During the semester, the student will present in a group the proposed and elaborated intervention procedure within the assigned topic (type and degree of disability, type of diagnosis, diagnostic methods...) and explain the chosen intervention procedures. The student can obtain a maximum of 60 points (min. 40 points) from this outcome.

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, satisfactory - results meet the minimum criteria),

Fx (59-0 points, inadequate - extra 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 mastered the basic concepts in the field of intervention for the disabled, he/she is able to apply what has been learnt on a theoretical level to a practical level; he/she is able to present intervention activities in an excellent manner, the term paper meets all the criteria set; the student is critically evaluated;

B - excellent performance, the student has mastered the basic concepts, but slight deficiencies are observed in the application of knowledge to practice - the presentation of intervention activities is solved with minor hesitations; he/she is able to present intervention activities appropriately, slight deficiencies are observed in the term paper; critical thinking is borderline;

C - good performance, the student has mastered the knowledge, but can only partially apply what he/she has learned to the practical level; he/she has problems with complex problem solving and with presenting intervention activities; the term paper has shortcomings;

D - acceptable performance, the student has only partially mastered the knowledge, he/she has significant deficiencies in the problem, he/she cannot apply what he/she has learnt in the practical plane, he/she has problems solving model situations and deficiencies also appear in the presentation of intervention activities; his/her term paper meets the minimum criteria;

E - minimally acceptable performance, the student has acquired minimal knowledge, he/she cannot transfer it adequately to the practical plane and present intervention activities in front of the practice group; the term paper meets the elementary requirements.

Fx - unacceptable performance, the student has not sufficiently mastered the content of the education, or has not met the requirements set by the teacher during the semester.

slovak, czech

The student will learn the definition of basic terms, meaning, and goals of intervention activities for children with visual impairment (VI).

The student will learn and understand the eclectic and holistic concept of intervention approach for children with disabilities.

Acquires knowledge of social interventions for the visually impaired, communication interventions for the visually impaired, educational interventions for the visually impaired.

Understand the importance of intervention programmes in practice, their relevance and application. The student will become familiar with intervention programs and how they can be applied to the care of young children with visual impairments. The student will learn intervention procedures and methods. The student will be able to analyse intervention activities and acquire the ability to implement interventions through play and in play situations.

The student will gain knowledge of available intervention programs and activities. The student will become familiar with the following available intervention programmes: OREGON project. INSITE Model in place. PAAVI project. REACH and TEACH child mobility development project. Sensory Integration Programme. STIP Tactile Perception Programme (Speed of Tactile of Information Processing. IN SIGHT project. KIJKDOOS. GOLDSTEIN's method of social communication. Filial therapy in the visually impaired. AAK programs. Strassmeier exercises for early childhood. ROzvíjej se detatko (Eva Kiedronova). Overview of child development (Allen-Marotz). The Reynell-Zinkin Developmental Scale. Social maturity scale for blind preschool children (MaxfieldeBuchholz). Natali Barraga's I.C.A.N. Visual Development Program. Look at me program. Frostig's visual perception program. Hätscher-Rosenbauer visual exercises. Suggestions for working with multiply handicapped children.

Intervention programs focusing on the development of particular areas of child development. The student will gain knowledge of available intervention activities and programs for the development of: tactile perception, gross and fine motor skills, visuomotor skills, graphomotor skills, drawing, cognitive functions, visual perception, responsiveness, for re-education of hearing, speech skills, communication, stimulation of social development, development of self-care, independence, work habits, and emotional intelligence.

Parents as partners in intervention activities. The student will gain knowledge of the importance of partnering with parents in the implementation of intervention activities in the home setting.

100/0

After completing the course, students will have theoretical knowledge (knowledge) of intervention programs for children with visual impairment (VI) and will be able to apply them in practice (skills). At the same time, they will acquire the ability (competences) to methodically develop, process, apply and validate intervention activities/activities for children with visual impairment. Students will acquire knowledge and competences in the field of development and application of intervention programmes and techniques for individuals with visual impairment and their modifications with regard to the specifics of the individual's age, type, type and degree of visual impairment. Students will acquire the ability and skills to apply the acquired knowledge and competencies to the practical level through the development and presentation of intervention activities.

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 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.