State exam - dissertation exam

The dissertation exam consists of the following components:

Discussion of written work, oral exam from the subjects of the dissertation exam

Dissertation exam subjects:

1.Educational rehabilitation of the disabled - theory, methodology, trends

2. Communication of the disabled from the aspect of special pedagogy and related sciences

3. Trends and innovations in special pedagogical diagnostics

4. Special pedagogy - philosophical, historiographical and comparative contexts

Main literature:

JESENSKÝ, J. 1995. Uvedení do rehabilitace zdravotně postižených. Praha : UK, 1995. ISBN 80-7066-941-1

JESENSKÝ, J. 2001. Komprehensivní speciální pedagogika. Hradec Králové : PedF UHK 2001

LECHTA, V. a kol. 2010. Základy inkluzívnej pedagogiky. Praha : Portál, 2010.

SCHMIDTOVÁ, M. 2008. Integratívna pedagogika. Bratislava : MABAG, spol. s.r.o., 2008, s. 85, ISBN 978-80-89113-47-7

ŠEDIVÁ, Z. 1997. Rozvíjení sociálnych dovedností sluchově postižených 1. Zvládání důležitých životných situací. Praha : Septima, 1997.

TARCSIOVÁ, D. 2005. Komunikačný systém sluchovo postihnutých a spôsoby prekonávania ich komunikačnej bariéry. Bratislava : Sapientia. 2005. 220 s. ISBN 80-969112-7-9.

VANČOVÁ , A. 2005. Základy pedagogiky mentálne postihnutých. Bratislava, Sapientia 2005.

VANČOVÁ, Alica. 2013. Neuropsychoedukačná intervencia a neuropsychofyzická korekcia nové intervenčné metódy špeciálnej pedagogiky = Neuro-psychoeducational Intervention and Neuro-psychophysical Correction A New Intervention Method in SpecialEducation. Recenzované. In: Inkluzivní trendy ve speciální pedagogice [elektronický zdroj]. - Havlíčkův Brod : Tobiáš, 2013. - S. 189-212. ISBN 978-80-7311-142-7

VANČOVÁ, A. 2013. Význam reflexie nových poznatkov súvzťažných medicínskych, psychologických a medziodborových vied pre rozvoj špeciálnej pedagogiky. Recenzované. In: Osoby so zdravotným znevýhodnením v kontexte súčasnej špeciálnej pedagogiky a súvzťažných vied [elektronický zdroj]. - Bratislava : Iris, 2013. - S. 20-50 ISBN 978-80-89238-87-3

VANČOVÁ, A. 2012. Teoretické základy pedagogiky postihnutých a zdravotne znevýhodnených raného a predškolského veku, koncepčné a terminologické otázky. In: Špeciálna pedagogika raného a predškolského veku. - Bratislava : Iris, 2012. - S. 10-52. - ISBN 978-80-89238-68-2

VAŠEK, Š. 2003. Základy špeciálnej pedagogiky. Bratislava: Sapientia, 2003.

Vančová, A. 2013. New perspectives of special education: transfer of knowledge in neurosciences to development and innovation in rehabilitationen, corrective and therapeutic methods baseed on interdisciplinary intervention with a focus on children with CNS Damage.

In: New perspectives in special education. - Havlíčkův Brod : Tobiáš, 2013. - S. 52-88. - ISBN 978-80-7311-141-0

SIBGATULLINA, D., RIABOV, O. R., MERZON, E., VANČOVÁ, A. 2020. Descriptive analysis of benchmarking in respect to SMART/UNI-Q systems intellectual integrations within the European higher education area = Deskriptivnyj analiz benčmarkinga intellektualnych integracij SMART/UNI-Q sistem v ramkach Evropejskogo prostranstva vysšego obrazovanija. In: Integration of Education. Roč. 24, č. 4 (2020), s. 532-551. - ISSN (print) 1991-9468 Registrované v: scopus

ŠULOVSKÁ, M., VANČOVÁ, A., NEUPAUEROVÁ, N. 2014. Laterality and its influence on the written expression of intellectually disabled pupils = Lateralita a jej vplyv na pisomny prejav ziakov s mentalnym postihnutim]. In: XLinguae. - Roč. 12, č. 4 (2019), s. 130-142 [0,91 AH]. - ISSN (print) 1337-8384 URL: http://wp.xlinguae.eu/files/XLinguae4_2019_11.pdf

VANČOVÁ, A., BIŠČO KASTELOVÁ, A., HARČARÍKOVÁ, T. 2018. University Education of Special Pedagogues in Slovakia - theoretical background, comparative research analysis and current situation. In: Teória a praxeológia výchovnej a komplexnej rehabilitácie : zborník vedeckých príspevkov. - Brno : MSD, 2018. - S. 38-56. - ISBN 978-80-7392-286-3

VANČOVÁ, A., KEČKÉŠOVÁ, M. 2018. Social and legal protection of the child in the Slovak Republic the current system characteristics. In: Ratownictwo, opieka i pomoc w kontekście problemów życiowych osób wykluczonych społecznie. - Kraków : Wydawnictwo Naukowe Uniwersytetu Pedagogicznego, 2018. - S. 46-61. - ISBN 978-83-947579-4-6

MEDZINÁRODNÁ KLASIFIKÁCIA FUNKČNEJ SCHOPNOSTI,DIZABILITY A ZDRAVIA. Bratislava : EKOVYS. 2002.

BAZALOVÁ, B. 2006. Vzdělávání žáku se speciálními vzdělávacími potřebami v zemích Evropské unie a v dalších vybraných zemích. Brno : Masarykova Univerzita

HARČARÍKOVÁ, T., 2011. Pedagogika telesne postihnutých, chorých a zdravotne oslabených : teoretické základy. - 1. vyd. - Bratislava : Iris, 2011. - 368 s

MEDZINÁRODNÁ KLASIFIKÁCIA FUNKČNEJ SCHOPNOSTI,DIZABILITY A ZDRAVIA. Bratislava : EKOVYS. 2002.

KOLEKTOV AUTOROV : Specifika komunikace osob se zdravotním postižením. Olomouc: UP. 2008. s. 50. ISBN 978-80-244-1935-0.

KUBOVÁ, L., 1996. Alternativní komunikace, cesta ke vzdělávání těžce zdravotně postižených dětí. Praha Tech- Market.1996. 45 s. ISBN 80 – 902134-1-3.

LOPÚCHOVÁ, J. 2011. Základy pedagogiky zrakovo postihnutých. - 1. vyd. Bratislava: Iris, 2011. 245 s.

LOPÚCHOVÁ, J., KRAJČÍ, P. 2014. 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

LOPÚCHOVÁ, J. 2016. Pomôcky a technológie v procese edukácie žiakov so sluchovým postihnutím In: Teória edukácie žiakov so sluchovým postihnutím 2. Bratislava : Iris, 2016. S. 306-335. ISBN 978-80-89726-87-5

LOPÚCHOVÁ, J. 2013. Tvorba multimediálnych PC programov pre deti so zrakovým postihnutím. In: Výchovná a komplexná rehabilitácia postihnutých v ponímaní špeciálnej pedagogiky. Bratislava : Iris, 2013. - S. 219-233. ISBN 978-80-89256-93-8

LOPÚCHOVÁ, J. 2012. 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. 2012. Uplatnenie počítačových programov a pomôcok na jednoduchšie ovládanie počítača v špeciálno-pedagogickom poradenskom procese. In: Paedagogica specialis 26. Bratislava : Iris, 2012. - S. 239-249. ISBN 978-80-223-3287-3

MONIBI, M. 2008. Mocotos: Mobile Communications Tools for Children with Special Needs. IDC Proceedings, 2008. 121 -146.

SLOWIK, J. 2000. Komunikace s lidmi s postižením. Praha: Portal, 2000. 155 s. ISBN 978-80-7367-691-9.

SOURALOVÁ, E. 2000. Vzdělavání hluchoslepých II. Praha: Scientia,78s. ISBN 80-7183-226-X

TARCSIOVÁ, D. 2005. Komunikačný systém sluchovo postihnutých a spôsoby prekonávania ich komunikačnej bariéry. Bratislava : Sapientia. 2005. 220 s. ISBN 80-969112-7-9.

TARCSIOVÁ, D. 2005. Hluchoslepé osoby a ich komunikačný systém. In. Efeta, roč. XV. 2005, č.1, s. 2-6

HELMINGOVÁ, H. 1992. Pedagogika M. Montessoriovej, Bratislava : SPN.

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VALENTA, M., MULLER, O. 1998. Kapitoly ze srovnávací pedagogiky obecné i speciální, Olomouc : Netopejr.

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VANČOVÁ, A. 2010. Základy integratívnej (inkluzívnej) špeciálnej pedagogiky. - Bratislava : Iris, 2010.S 282 - ISBN 978-80-89238-37-8

HARČARÍKOVÁ, T., LOPÚCHOVÁ, J. 2013. Inkluzívne vzdelávanie študentov so znevýhodnením na terciárnom stupni vzdelávania In: Budování rovného přístupu v terciárním vzdělávání studentů se specifickými (vzdělávacími) potřebami. - Ostrava : Ostravská univerzita, 2013. - S. 136-166. - ISBN 978-80-7464-475-7

HARČARÍKOVÁ, T. 2010. Základy pedagogiky jednotlivcov so špecifickými poruchami učenia. - 1. vyd. - Bratislava : Iris, 2010. - 141 s.ISBN 978-80-89238-31-6

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HAROLD J., ECKSTEIN. M. 1998. Doing Comparative Education: Three Decades of Collaboration (Hong Kong: The University of Hong Kong Press). ISBN 962-8093-87-8

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for diagnosis and treatment (Third edition). New York: The Guilford Press.2006.

DeWET, T. 2008. Psychological strenghts and disability: A study of hearing-impaired adults. University of South Afrika, 2008.

KASTELOVÁ, A., NÉMETH, O. 2013. Základy špeciálnopedagogickej diagnostiky a základy špeciálnopedagogického poradenstva. Bratislava: IRIS, 2013. ISBN 978-80-89238-86-6

KASTELOVÁ, A. 2012. Diagnostika v špeciálnej pedagogike. Bratislava: Sapientia, 2012. ISBN 978-80-89229-24-6

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

SCHMIDTOVÁ, M. 2013. Diagnostika sluchovo postihnutých,In. KASTELOVÁ, A . Diagnostika v špeciálnej pedagogike. - 1. vyd. - Bratislava : Sapientia

SCHMIDTOVÁ, M. 2013. Diagnostika sluchovo postihnutých. In. KASTELOVÁ, Alexandra;

LOPÚCHOVÁ, J., SCHMIDTOVÁ, M., TARCSIOVÁ, D. 2013. Pedagogika zmyslovo postihnutých raného a predškolského veku. - 1. vyd. - Bratislava : Iris, 2013. - 325 s.

ISBN 978-80-89238-83-5

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

ZELINKOVÁ, O. 2001. Pedagogická diagnostika a individuální vzdělávací program. 1.vydanie. Praha: Portál, 2001. ISBN 80-7178-544-X

VAŠEK, Š. 2004. Špeciálnopedagogická diagnostika. Bratislava: Sapientia, 2004. ISBN 80-969112-0-1

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KOLEKTIV AUTOROV, 2008. Specifika komunikace osob se zdravotním postižením. Olomouc: UP. 2008. s. 50. ISBN 978-80-244-1935-0.

MONIBI, M. 2008. Mocotos: Mobile Communications Tools for Children with Special Needs. IDC Proceedings, 2008. 121 -146.

SLOWIK, J. 2000. Komunikace s lidmi s postižením. Praha: Portal, 2000. 155 s. ISBN 978-80-7367-691-9.

TARCSIOVÁ, D. 2005. Komunikačný systém sluchovo postihnutých a spôsoby prekonávania ich komunikačnej bariéry. Bratislava: Sapientia. 2005. 220 s. ISBN 80-969112-7-9.

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ORIEŠČIKOVÁ, H., SKOKANOVÁ, A., KASTELOVÁ, A., VAŠEK, Š. 2010. Komparatívna špeciálna pedagogika. Ružomberok : Verbum.

BIŠČO KASTELOVÁ, A., NÉMETH, O. 2017. Špeciálnopedagogický poradenský proces. - 1. vyd. - Bratislava : Iris, 2017. - 310 s. Lit. 310 zázn. ISBN 978-80-8200-007-1

BIŠČO KASTELOVÁ, A. 2014. Diagnostika v špeciálnopedagogickom poradenstve. 1. vyd. - Bratislava : Iris, 2014. - 380 s. Lit. 239 zázn. ISBN 978-80-89726-09-7

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. Lit. 41 zázn. In: Špeciálne vzdelávacie potreby : jubilejná časť konferenčného cyklu. - Ružomberok : VERBUM - vydavateľstvo KU, 2016. - S. 142-159. - ISBN 978-80-561-0372-2

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BIŠČO KASTELOVÁ, A. 2015. Výskum analýzy oficiálnych textových dokumentov špeciálnopedagogickej diagnostiky v špeciálnopedagogickom poradenskom procese, [Research analysis of the official diagnostic text documents in the special counselling process]. In: Multidimenzionalita východisko rozvoja súčasnej špeciálnej pedagogiky. - Bratislava : Iris, 2015. – S. 217-233. - ISBN 978-80-89726-38-7

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Dohovor o právach zdravotne postihnutých, relevantné medzinárodné dokumenty, dohovory, koncepcie

Vedecké zborníky a časopisy z oblasti špeciálnej pedagogiky vrátane registrovaných v databázoch WoS, SCOPUS, ERIH

The doctoral student can apply for the dissertation exam if he / she has obtained at least 60 credits, of which 40 credits for the study part of the plan. They must register for the exam no later than 18 months after the start of their studies in the three-year full-time doctoral program or 24 months after the start of their studies in the four-year external doctoral program. The conditions for applying for the state exam are defined by the currently valid study regulations of the Faculty of Education of Comenius University in Bratislava. The essentials of the written work are contained in the currently valid directive of the Rector of Charles University on final theses.

The dissertation exam consists of a written work (assessed by an opponent and an examination board) and an oral exam (assessed by an examination board). At the dissertation exam, the doctoral student presents an overview of the theoretical and methodological background and the state of solving the scientific problem that the doctoral student solves within the dissertation project. At the oral exam, it presents theoretical readiness in the areas of subjects of this exam defined in the given doctoral program. The evaluation is "passed or failed" in accordance with the PdF UK study regulations.

Slovak, Czech and English language

Debate on the dissertation exam:

Oral presentation of goals, content and outputs of the written work for the dissertation exam, presentation of the opponent's report, reaction to the report, discussion.

1.Educational rehabilitation of the disabled - theory, methodology, trends: Slovak history and the current state of educational rehabilitation of the disabled. Paradigmatic changes and shifts. Educational rehabilitation of the disabled in relation to individual age categories of individuals with disabilities or disabilities. Educational rehabilitation of the disabled from the aspect of auxiliary sciences. Trends and history of educational rehabilitation of the disabled in the Czech Republic, Poland, Hungary, Germany, Austria, the Russian Federation. An overview of the basic trends in educational rehabilitation in Europe and in the world in relation to individual categories of special educational needs. Classification and categorization systems of disabilities, disruptions, subsequently special educational needs and their development and changes. Philosophy of education and their connection to the educational rehabilitation of the disabled. Metatheories of education and educational rehabilitation of the disabled. Contexts of communication theory and educational rehabilitation. Development of scientific language, terminological shifts and trends in the international context. Methodological concepts and methods of scientific, research and research activities in the field of educational rehabilitation, their development and trends. The importance of knowledge of related sciences for educational rehabilitation. Synthesis of knowledge in terms of interdisciplinarity in the context of innovation in scientific knowledge. Application of the concept of neuropedagogy and neurodidactics to educational rehabilitation. Terminological definition of didactic technique, technologies and multimedia in special pedagogy. Categorization of didactic technique, technologies and multimedia. The importance of modern didactic techniques, technologies and multimedia and their use in the educational process and comprehensive rehabilitation of the disabled. Multimedia literacy of a special pedagogue. Strategies for the correct handling of various types of teaching technology, technologies and multimedia and their products. Innovations in the field of didactic technology, technologies and multimedia. Didactics and design of online education. Digital technologies in pedagogical research. Creation of digital teaching materials. Basic current problems of the theory of educational rehabilitation of the disabled. Forecast of development and research trends.

2. Communication of the disabled from the aspect of special pedagogy and related sciences:

Communication, communication vectors. Application of knowledge of linguistics in special pedagogy, information cycle, its components, dysfunction, dysfunction. Classification of communication forms in general. Specifics of communication for individual groups of people with disabilities and specific forms of communication in special pedagogy (for people with visual impairments, for people with hearing impairments, for people with disabilities, for people with deafblindness, for people with mental and multiple disabilities, for people with visually impaired, with autism.). Basic information about alternative and augmentative communication. ICT and compensatory tools to overcome the communication and information barrier. Principles and techniques of improving communication conditions for individual types of disabilities. Application of knowledge of linguistics in communication theory in special pedagogy. Communication ability, impaired communication ability, its characteristics and its evaluation in different groups and different age categories. Principles and techniques of creating conditions for communication in individual types of disabilities. Possibilities, procedures and tools for assessment of communication competence in children, pupils and adults with various types of disabilities. Trends in research focused on communication competence in education and in life.

3. Special pedagogy - philosophical, historiographical and comparative contexts: Man as a historical being - society as a historical culture. Philosophy as a part of education, education as a part of philosophy. Otherness in the philosophical thinking of Plato, Aristotle. The difference in the philosophical thinking of F. Nietzsche. Philosophy of education in the work of J. A Komenský. Christianity as a value framework of European society now and in the past. Biological vs. pedagogical - congenital vs. obtained. Renaissance philosophy in relation to education. R. Steiner - controversy about anthroposophy in education. Paradigmatic transformation in the field of special pedagogy. Special pedagogy in contexts of individual philosophical directions. Declaration of the rights of the disabled in relation to issues of the enculturation process. Components of inclusive education. Philosophical determinants of inclusive pedagogy. Inclusive education versus inclusive culture. Inclusion index - inclusive policy, inclusive culture, inclusive practice. Individual support for students, reflection on their learning progress Support for inclusion through digital technologies. Actors of school inclusion. Understanding and the subject of comparative special pedagogy from the aspect of the theory of special pedagogy at home and abroad. Theory and methodology of comparative special pedagogy. Quantitative and qualitative methodology in comparative special pedagogy. International Standard Classification of Education ISCED - 1978, 1997, 2011 (mutual comparison of versions) and its application in the system of education of individuals with SEN. Educational system in the Slovak Republic. System of special schools and facilities in the Slovak Republic. Comparison of education systems for pupils with different types of disabilities in European countries. Special versus integrated / inclusive education in Slovakia in comparison with selected countries. Comparison of university training of special pedagogues at the national and international level. Comparison of different theoretical concepts of special pedagogy in Europe with regard to new trends in general pedagogy and special pedagogy. Inclusive pedagogy and its application in European conditions. Alternative directions in special pedagogy. Traditional versus alternative education of children / pupils with SEN. Antiquity and man with disabilities. Periodizations of the relationship between the majority and the minority according to Sovák and Titzl - possible pitfalls. Biological thinking at the end of the 19th century vs. modern psychology. Eugenics and eubiotics, social medicine. The beginnings of special pedagogy in the first half of the 20th century. World War II and racial hygiene - differentness in Main Kampf. Affected man in the second half of the 20th century in Czechoslovakia - a specific feature of Central Europe. Paradigmatic transformation of special pedagogy in the second half of the 20th century. The reflection of inclusive pedagogy in contemporary theory and practice as a mover of history. Personalities of special pedagogy.

4. Trends and innovations in special pedagogical diagnostics:

New trends in special pedagogical diagnostics. Utilization of new diagnostic trends within complex interdisciplinary special pedagogical diagnostics. Application of new trends in motor diagnostics, cognition development, perception, self-service, school skills, speech, communication. Application of new methods in the process of special pedagogical diagnostics. Competences of a special pedagogue in the diagnosis of the disabled at an early and school age, in adulthood. Problems of measuring and determining complex special pedagogical diagnostics. Application and use of the results of complex special pedagogical diagnostics in practice. Changes in the counseling system and their transfer to the field of special pedagogical diagnostics - diagnostics implemented in five stages of the counseling system. New standards of provided consulting services with regard to content and performance standards of professional activities from the point of view of diagnostic activity.

0/100

Graduates of the dissertation exam are able to acquire, analyze, interpret and apply new scientific knowledge from the issues in which they carry out their research. They can demonstrate professional and methodological knowledge in the areas of the dissertation exam determined by the doctoral study program. They are able to evaluate the theories, concepts and innovations that are needed to grasp and solve the scientific problem that is the subject of their research.Graduates of the dissertation are able to research key problems of scientific research, use primary and secondary sources, work with a large amount of information, actively participate in domestic and international conferences dedicated to the researched issues. They will demonstrate the ability to study the latest professional literature. They know professional resources focused on the issues of special pedagogy and related sciences. They demonstrate the ability to creatively use relevant knowledge from the field to identify, analyze and solve problem situations. They have excellent knowledge of the theory and methodology of special pedagogy, pedagogical and social sciences. They control the developmental processes of special pedagogy. They follow and know trends and paradigms in the disciplines of special pedagogy in Slovakia and abroad. They master the knowledge of methodology and research methodology in the field of special education, understands and understands the essential facts, concepts, terminology, principles and theories related to research and practice. Graduates have extensive theoretical knowledge in the use of multimedia, digital and assistive technologies in the educational rehabilitation of individuals with disabilities. Graduates have acquired skills at the level of an advanced user and the ability to process and use multimedia outputs for the field of educational rehabilitation of the disabled with regard to the type and degree of disability. They have expanded and consolidated their digital competencies and digital literacy.

Graduates master the knowledge of methodology and research methodology in special education, understand, understand the essential facts, concepts, terminology, principles and theories related to research and practice of modern special education, especially the educational rehabilitation of the disabled and its educational system context. They are capable creatively use relevant knowledge of special pedagogical diagnostics, including the latest methods, to identify, analyze and solve problem situations related to the educational and comprehensive rehabilitation of the disabled and the disabled. They are able to creatively apply concepts, principles and procedures associated with planning, organizing and evaluating special pedagogical phenomena and processes, independently reflect and self-reflect educational work and competently assess its quality and effectiveness, scientifically examine the systemic relationships between phenomena of education, diagnosis, therapy and counseling, as also between the phenomena and processes of stimulation, correction, compensation, therapy, education and reeducation. I understand the dependence of educational, diagnostic, therapeutic and interventional effects on their programmatic, process and contextual determinants. They have acquired relevant knowledge about philosophical, historiographical, ethical and comparative contexts of modern special pedagogy. Graduates demonstrate the ability of metacognition, self-education and the potential of postdoctoral studies, the ability to carry out more complex research activities and present their results, as well as the ability to cooperate with faculty teachers, teachers of training schools or facilities and employees of related professions, as well as the ability to work as a team.

State exam - dissertation thesis defense

study of specialized literature according to the chosen topic

The conditions for submitting a dissertation defense are defined in Art. 21 and Art. 30 to 34 of Internal Regulation no. 1/2020 of the Study Regulations of the Faculty of Education of Comenius University in Bratislava. The doctoral student can apply for the defense of the dissertation if he / she has obtained at least 150 credits in a three-year full-time or four-year external doctoral study.

Pursuant to § 51, para.,.3 Act no. 132/2002 as amended is a part of the study according to each study program, the final thesis at the doctoral level also forms one subject; The defense of the final thesis belongs to the state exams. The basic requisites of final theses are also regulated by Internal Regulation no. 7/2018 Directive of the Rector of Comenius University on final theses in accordance with the appendix (VP No. 5/2020) and the Study Regulations of the Faculty of Education, Charles University in Bratislava. The directive regulates the formal requirements of the dissertation, its structure, method of citation, submission and license agreement. The evaluation is "passed or failed" in accordance with the study rules of the Faculty of Education, Comenius University.

Slovak and Czech language

The defense of the dissertation takes place before the examination commission for the performance of state examinations. University teachers working in the positions of professors and associate professors and other experts approved by the scientific council of the faculty have the right to take examinations for the defense of the dissertation. The chairman and members of the examination commission are appointed by the dean on the proposal of the trade union commission. At least one member of the examination board is not from the training institution. The examination board must have at least four members.

The defense of the dissertation may take place only in the presence of at least two thirds of all members of the examination commission and at least two opponents of the dissertation. Minutes are prepared on the defense of the dissertation. The minutes are signed by the chairman and the members of the examination commission present at the defense of the dissertation.

The decision of the examination commission on the result of the dissertation defense will be made at a closed meeting of the examination commission after the end of the defense in the presence of the dissertation opponents and the supervisor. The closed session will evaluate the course of the defense and the possibility of using the results of the dissertation in practice.

The defense consists of the following parts: introduction of the doctoral student by the chairman of the examination commission, presentation of the dissertation by the author, presentation of opponents' opinions, author's reaction to the opinions, opinions of the opponents answering questions, general discussion, debate, The defense of the dissertation is evaluated by the evaluation "passed or failed" (according to the current study regulations).

The general principles of the goals and organization of the dissertation are determined by the currently valid directive of the Rector of Comenius University in Bratislava on the basic requirements for final theses, rigorous theses and habilitation theses, control of their originality, storage and access at Comenius University in Bratislava, currently valid study regulations of Comenius University in Bratislava, currently valid study regulations of the Faculty of Education, Comenius University in Bratislava.

0/100

After successful defense of the dissertation, the student is ready to define, analyze the current state of scientific research in the field related to the subject of research, in areas related to the doctoral program and other related disciplines. The graduate is able to carry out scientific research, interpret the results and present them in scientific forums. He can scientifically argue and defend and reflect the results of his own research. Can apply and creatively improve and develop theories and research, development and innovation practices in his / her field and create new ones. The graduate is able to research key problems of scientific research, use primary and secondary sources, work with a large amount of information, actively present it at domestic and international conferences devoted to the researched issues. Can search for and acquire knowledge from the latest professional literature on the chosen research topic. He knows professional resources focused on the issues of special pedagogy and related sciences in the context of his research. Has the ability to creatively use relevant knowledge from the field to identify, analyze and solve problem situations in relation to research. By defending the dissertation, the graduate demonstrates readiness for independent scientific and creative activity in the selected topic, fulfillment of the dissertation goal, demonstrates the ability to use its processing methods, present and defend the achieved results, identify and describe the contribution of work to further development of science, technology or art.