State examination

Methods of verifying the achieved objectives and learning outcomes: professional debate, discussion, colloquial interview, ability to apply/solve in practice, problem solving, solving simulated problems with emphasis on the implementation of the result in practice, etc.

Compulsory/Recommended readings:

For the creation of the final thesis - diploma thesis - the outputs of creative activities (scientific and professional outputs, or other outputs) recommended or consulted with the supervisor of the diploma thesis are binding.

Students have access to a large amount of information and knowledge within the faculty through the available electronic databases and remote access, which is managed by the faculty library.

State examinations (including the defence of the final thesis), their conditions and procedural aspects are regulated by VP 1/2020 Study Regulations of the Faculty of Education of Charles University, as well as VP 5/2021 Study Regulations of Charles University.

State examinations may be taken a) after a student has obtained at least the number of credits necessary for the proper completion of studies after obtaining credits for successful completion of the last state examination and b) after successful completion of compulsory courses, compulsory elective courses and elective courses in the composition determined by the study programme, except for the state examination and c) there are no disciplinary proceedings against him/her.

At the master's degree level of study, 94 credits in the prescribed composition must be obtained for the study part of the study programme. A further 14 credits are awarded for the production and successful defence of a thesis and 12 credits for the subjects of the state examination.

According to VP 23/2021 Internal Quality Assurance System of Higher Education of the Charles University in Bratislava, the student is evaluated in particular:

- Demonstration of the student's ability to integrate knowledge, manage complexity and formulate decisions with incomplete or limited information, whilst nevertheless embracing the social and ethical responsibilities associated with the application of their knowledge and decisions;

- Demonstration of the ability to clearly and unambiguously communicate conclusions, their findings and rationale to both professional and lay audiences;

- elaboration of the chosen topic at the level of a scientific study with a representative selection of literature, with appropriately chosen scientific procedures, hypotheses/research questions that can be verified. At the same time, the thesis must make a contribution to the specific field.

In particular, the following are assessed as part of the thesis defence:

1. The contribution of the thesis to the given field of study or, if applicable, to other fields of knowledge. The evaluation of the thesis takes into account whether the student adequately treats the chosen topic at the level of a scientific study with a representative selection of literature, whether the chosen scientific procedures are adequate and appropriate, and whether he/she adequately works with hypotheses that can be verified. The thesis should make a distinct contribution to the relevant field of study in which the student has completed the degree programme;

2. Originality of the thesis (the thesis must not be plagiarized, must not infringe the copyrights of other authors), the documentation for the defense of the thesis as a subject of the state examination includes originality protocols: from the Central Register and Theses, the results of which are commented on by the supervisor and the opponent in their reviews;

3. Correctness and correctness of citation of used information sources, research results of other authors and author teams, correctness of description of methods and working procedures of other authors or author teams;

4. Compliance of the structure of the thesis with the prescribed structure defined by the Internal Regulation No. 2/2018 Directive of the Rector of Charles University in Bratislava;

5. Respect for the recommended scope of the thesis (the recommended scope of the thesis is usually 50 - 70 standard pages - 90 000 to 126 000 characters including spaces), the adequacy of the scope of the thesis is judged by the supervisor of the thesis;

6. The linguistic and stylistic level of the thesis and its formal layout;

7. The manner and form of the thesis defence and the student's ability to respond adequately to

the comments and questions in the supervisor's and opponent's evaluations.

The evaluation is awarded on the following scale:

A (excellent - outstanding results),

B (very good - above average standard),

C (good - normal reliable work),

D (satisfactory - acceptable results),

E (satisfactory - results meet the minimum criteria),

Fx (inadequate).

Slovak language (defence in the state language) + languages that are necessary for studying and working with publication outputs that the student chooses.

The course of the state examination: the defence of the diploma thesis is determined by the protocol and documents on the state examination, which are available on the faculty's website (https://www.fedu.uniba.sk/studium/bakalarske-a-magisterske-studium/zaverecne-prace-a-statne-skusky/). Students are informed in advance at the compulsory meeting of the graduating students with the study advisor about all the requirements, conditions, course and evaluation of the state examination (thesis defence). The compulsory meeting with the graduating students is also treated in the study regulations and in the study schedule for the respective AR. The specific timetable (schedule) is published well in advance on the Department's website and information about the composition of the State Examination Committee, the date of the State Examination, the place and time is also sent to the student electronically by e-mail.

Learning objectives and outcomes:

The learning outcome is in accordance with the CU/ FoE ToR, the mission and strategic objectives of the CU/ FoE, in accordance with the description of the field of study, in accordance with the NKR/SKR/DD, in accordance with the profile of the graduate, in accordance with the learning objectives and learning outcomes in individual subjects of the curriculum and other relevant documents.

As part of the thesis defence, the future graduate must:

- Demonstrate adequate knowledge, expertise, skills of thought analysis and synthesis in the field of special pedagogy with overlap to other disciplines (or assisting disciplines) and their understanding within the professional debate on the topic/problem being treated,

- to know and understand professional special education terminology, basic scientific theories with their overlap to other disciplines/areas of knowledge, to be able to apply them practically to special education processes,

- Demonstrate the ability to integrate knowledge in favour of the complexity of understanding of special-educational issues with its overlap into other disciplines,

- to implement the knowledge acquired during the studies in the development of the diploma thesis,

- be able to transfer and generalise the acquired knowledge in the field of special education to other disciplines and areas of knowledge,

- to be able to communicate at a professional level appropriate to the second level of higher education in the special education,

- be able to carry out basic special education research, follow basic methodological procedures and be able to interpret the results to both the professional and lay public,

- demonstrate originality of problem solving and substantiate the applied principles of thesis development and presented solutions,

- be able to creatively solve problems and/or problem assignments,

- have the ability to independently solve more complex problem tasks and look for available solutions, understand the procedures of solutions, understand their impact and be able to implement them in practice,

- argue the validity of the scientific theories and procedures used and their implementation in the thesis in a broader context,

- demonstrate the ability to work effectively, correctly, ethically (within the framework of academic integrity) with literary and other authorial sources,

- demonstrate a professional approach,

- demonstrate the ability to actively and professionally communicate the intentions, procedures, methodology and outputs of the thesis, demonstrate creativity and abstraction skills in communication and professional debate,

- be able to justify the procedures used and to support them with arguments,

- be able to communicate correctly the formulated research conclusions,

- to present their acquired digital skills in the creation of the presentation of the thesis defence and its presentation in all steps,

- demonstrate the ability to communicate in the scientific language of a given field of knowledge (special pedagogy) with overlap to other fields of knowledge,

- demonstrate the ability to independently build the logic of the thesis and its structure, as well as organizational skills in the implementation of research,

- Demonstrate and argue for the ability to think critically, analyse a problem, propose procedures for its solution, obtain relevant results and formulate recommendations for practice

State examination

Assessment methods: oral examination, expert debate, discussion, problem solving, solving simulated tasks with emphasis on the implementation of the result into practice, etc.

Compulsory/Recommended readings:

BIŠČO KASTELOVÁ, A., NÉMETH, O., 2020. Základy špeciálnopedagogickej diagnostiky a špeciálnopedagogického poradenstva. - 1. vyd. - Bratislava : IRIS - Vydavateľstvo a tlač, 2020. - 299 s. [print] Lit.: 149 zázn. ISBN 978-80-8200-056-9

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

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

Recommended readings:

BIŠČO KASTELOVÁ, A .,2010. Špeciálnopedagogická diagnostika v procese edukácie mentálne postihnutých. Lit. 36 zázn. In: Edukácia mentálne postihnutých : špeciálne metodiky predmetov špeciálnej základnej školy. - Bratislava : Iris, 2010. - S. 93-130. - ISBN 978-80-89256-53-2

BIŠČO KASTELOVÁ, A .,2013. Special - educational diagnostic tools for early and preschool age of a child In: Paedagogica specialis 27. - Praha : Knihy nejen pro bohaté, 2013. - S. 138-163. - ISBN 978-80-86499-09-3

BIŠČO KASTELOVÁ, A .,2016. Špeciálnopedagogická diagnostika vo svetle desaťročí. Lit. 36 zázn. In: Reflexie vývoja a trendy rozvoja špeciálnej pedagogiky na Slovensku v medzinárodných kontextoch. - Bratislava : Iris, 2016. - S. 93-103. - ISBN 978-80-89726-79-0

BIŠČO KASTELOVÁ, A., NÉMETH, O., 2015. Aktuálne otázky špeciálnopedagogickej diagnostiky v ranom a predškolskom veku. Lit. 32 zázn. In: Paedagogica specialis 29. - Bratislava : Univerzita Komenského v Bratislave, 2015. - S. 107-118. - ISBN 978-80-223-4010-6

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

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

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

The state examination (including the defence of the final thesis), its conditions and procedural aspects are regulated by the VP 1/2020 Study Regulations of the Faculty of Education of Charles University, as well as the VP 5/2021 Study Regulations of Charles University.

A student may take the state examination a) after obtaining at least the number of credits necessary for the proper completion of studies after obtaining credits for successful completion of the last state examination and b) after successful completion of compulsory courses, compulsory elective courses and elective courses in the composition determined by the study programme, except for the state examination and c) without disciplinary proceedings being conducted against him/her.

At the master's degree level of study, 94 credits in the prescribed composition must be obtained for the study part of the study programme. A further 14 credits shall be obtained for the successful defence of the thesis and 12 credits for the subjects of the state examination.

According to VP 23/2021 Internal Quality Assurance System of the University of Education in Bratislava, part six, Art. 56, para. 2, the student must demonstrate knowledge and understanding of them, demonstrate their application, as well as the ability to creatively solve problems related to the given field of study in broader contexts in new/unknown/simulated environments. They must also demonstrate well-developed learning skills with a high degree of independence and autonomy.

In particular, the student is assessed on:

- The level of acquisition of the necessary knowledge, skills and competences required for the performance of the indicated occupation;

- the level of completion and verbal interpretation of the acquired knowledge/competences, the ability to analyse, synthesise and generalise them;

- the level of the student's competences (rationality of learning, ability to solve appropriate problem/simulated tasks, level of critical and creative thinking, communicative skills, personal and interpersonal competences...);

Assessment is awarded on a scale:

A (excellent - outstanding),

B (very good - above average standard),

C (good - normal reliable work),

D (satisfactory - acceptable results),

E (satisfactory - results meet the minimum criteria),

Fx (inadequate).

Slovak language, Czech language

1. Theoretical concept of complex and special-pedagogical diagnostics.

2. Brief history of special-pedagogical diagnostics.

3. The process of special-pedagogical diagnostics.

4. Special-educational diagnostics in inclusive conditions.

5. A comprehensive approach to the diagnosis of individuals with special educational needs.

6. Outcome of special-pedagogical diagnostics. The problem of measurement in diagnostics.

7. Methods of special-educational diagnostics. Method of observation. Anamnesis. Exploratory methods. Testing methods. Diagnostic testing. Case study. Analysis of the results of activities. Developmental scales.

8. The main areas of special-educational diagnostics - detection of the level of motor skills and self-care, detection of laterality, detection of the level of communication skills, detection of the level of visual, auditory, tactile, kinesthetic perception. Orientation examination of sensory organ function.

9. Use of diagnostic results in practice.

10. Special educator - educator and pedagogical assistant as diagnostician. Identification of individual characteristics of the child/pupil (basic biological, psychological and sociological aspects of the development of children and young people with SEN).

11. Identification of the socio-cultural context of the child/pupil's development (different contexts of ontogenesis of the child/pupil with special educational needs; peculiarities of family life with a child/pupil with special educational needs).

12. Methodological bases of cognition of children/pupils, school class.

13. Identification of special educational needs of a child/pupil - interpretation of diagnostic conclusions and recommendations of other specialists (their use in educational situations).

14. Competences of the school special educator in special-educational diagnostics.

15. Reports of special-educational examination.

16. Diagnostics in inclusive settings.

17. Specifics of special-pedagogical diagnostics in early and preschool age. Specifics of special-pedagogical diagnostics in school age. The child's entry into school - school maturity and school competence of a child with SEN.

18. Cooperation within the school support team.

The learning outcome is in accordance with the CU/ FoE ToR, the mission and strategic objectives of the CU/FoE, in accordance with the description of the field of study, in accordance with the NKR/SKR/DD, in accordance with the profile of the graduate, in accordance with the learning objectives and learning outcomes in individual subjects of the curriculum and other relevant documents.

The student must demonstrate the acquisition of a broad knowledge of the theoretical concepts of complex and special educational diagnostics. The student must have a broad knowledge of the special education diagnostic process, the comprehensive approach to the diagnosis of individuals with SEN. Must understand the process of special-educational diagnosis in inclusive settings. The student must be familiar with the output of the special education diagnostic process as well as understand the measurement issues involved in the diagnostic activity. The student must know specific special-educational diagnostic methods and be able to apply them at a basic level. The student shall be proficient in the diagnosis of the basic areas of motor, laterality, self-care, communication skills, visual, auditory, tactile, and kinesthetic perception. The student is proficient in the orientation examination of sensory organ function. Can use the results of diagnostic activities in practice. Knows the characteristics of the special educator as a diagnostician. Can identify the individual characteristics of the child/pupil (basic biological, psychological and sociological aspects of the development of children and young people with SEN). Can identify the socio-cultural context of the child/pupil's development (different contexts of ontogenesis of the child/pupil with special educational needs; particularities of family life with a child/pupil with special educational needs). The student knows the methodological basis of the cognition of children/pupils, school class. The student is able to identify special educational needs of a child/pupil - interpretation of diagnostic conclusions and recommendations of other professionals (their use in educational situations). The student knows the competencies of the school special educator in special educational diagnostics. The student knows the reports of special-educational examination. The student knows the specifics of special-educational diagnostics in early childhood and preschool age as well as the specifics of special-educational diagnostics in school age. The student knows the issues of the entry of a child with SEN into school - school maturity and school competence of a child with SEN. The student understands collaboration within the school support team.

The student also possesses transferable competencies - e.g. communication skills, analytical skills, interpersonal skills, creativity and abstract thinking skills, critical thinking skills, motivation and learning skills, reasoning in context, metacognitive skills.

State exam

Assessment methods: oral exam, professional discussion, discussion, solving problem tasks, solving simulated tasks with emphasis on implementing the result in practice, etc.

Compulsory readings:

NÉMETH, O. 2010. Špeciálnopedagogické poradenstvo na Slovensku. - 1. vyd. - Bratislava: Sapientia,. - 198 s. ISBN 978-80-89229-20-8

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

BIŠČO-KASTELOVÁ, A., NÉMETH, O. 2020. Základy špeciálnopedagogickej diagnostiky a špeciálnopedagogického poradenstva. - 1. vyd. - Bratislava : IRIS - Vydavateľstvo a tlač, 2020. - 299 s. [print] Lit.: 149 zázn. ISBN 978-80-8200-056-9

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

Recommended readings:

BIŠČO KASTELOVÁ, A., NÉMETH, O. 2014. Pohľad na niektoré aktuálne problémy špeciálnopedagogického poradenstva na Slovensku. In: Inovácie v teórii a praxi výchovnej a komplexnej rehabilitácie osôb so zdravotným postihnutím [elektronický zdroj]. - Bratislava : Iris, 2014. - S. 350-360 [CD-ROM]. - ISBN 978-80-89726-28-8

DRAPELA, J., HRABAL, V. 1995. Vybrané poradenské smery. Praha: Univerzita Karlova,

NÉMETH, O., BIŠČO KASTELOVÁ, A. 2015. Špeciálnopedagogické poradenstvo v intenciách paradigiem špeciálnej pedagogiky. Lit. 24 zázn. In: Paedagogica specialis 29. - Bratislava : Univerzita Komenského v Bratislave, 2015. - S. 201-208. ISBN 978-80-223-4010-6

The state exam (including the defense of the final thesis), its conditions, and the procedural side are covered by IR 1/2020 Study Regulations of the FoE CU, as well as IR 5/2021 Study Regulations of the CU.

The student can take the state exam a) after obtaining at least such a number of credits that after obtaining the credits for successfully passing the last state exam, he/she reaches the necessary number of credits for the proper completion of the studies, and b) after successfully completing the mandatory subjects,, mandatory optional subjects and optional subjects in the composition determined by the study program except for the state exam, and c) no disciplinary proceedings are being conducted against him/her.

In the master's degree, it is necessary to obtain 94 credits in the prescribed composition within the study program for its study part. The student receives another 14 credits for the successful defense of the final thesis and 12 credits for the subjects of the state exam.

According to IR 23/2021 Internal system of the quality assurance of HE of the CU in Bratislava, part six, Art. 56, paragraph 2, the student must demonstrate knowledge and understanding of it, demonstrate its application, and the ability to creatively solve problems related to the given field of study in broader contexts in new/unknown/simulated environments. He/she must also demonstrate developed learning skills with a high degree of independence and autonomy.

In particular, the student is evaluated for the following:

- the level of acquisition of the necessary knowledge, skills, and competences necessary for the performance of the indicated profession;

- the level of completion and verbal interpretation of acquired knowledge/skills, the ability to analyze, synthesize, and generalize them;

- the level of student competences (rationality of learning, ability to solve appropriate problem/simulated tasks, level of critical and creative thinking, communication skills, personal and interpersonal competences, etc.).

The rating is given on a scale:

A (excellent - excellent results),

B (very good – above average standard),

C (good – normal reliable work),

D (satisfactorily – acceptable results),

E (sufficient – the results meet the minimum criteria),

Fx (insufficient).

Slovak language

Counseling in the education department - definition of the term counseling, genesis of counseling, counseling systems, legislation. Special pedagogical counseling - origin and development in Slovakia. Concepts of special pedagogical counseling. Counseling in the education department - counseling as part of complex rehabilitation, starting points, and goals of special pedagogical counseling. Goals and tasks of special pedagogical counseling under the conditions of inclusive education of children and pupils with special educational needs. Principles in consulting work. Cooperation in special pedagogical counseling - counseling team. First contact, time in counseling, mistakes in counseling work. Special pedagogic counseling process. Communication in the special pedagogic counseling process - verbal communication. Communication in the special pedagogical counseling process, non-verbal communication. Principles, methods, and forms of work in the special pedagogical counseling process. Phases of the special pedagogic counseling process. Characteristics of the counselor, ethical principles in counseling, counselor training, burnout syndrome. Counseling and prevention facilities. Special education diagnostics as part of the special pedagogical counseling process. Creating a report from a special pedagogical examination in the process of special pedagogical counseling. Comprehensive and special pedagogical diagnostics of individuals with intellectual disabilities in the process of special pedagogical counseling. Comprehensive and special pedagogical diagnostics of individuals with visual impairments in the process of special pedagogical counseling. Comprehensive and special pedagogical diagnostics of people with hearing impairment in the special pedagogical counseling. Comprehensive and special pedagogical diagnostics of people with physical disabilities in the process of special pedagogical counseling. Comprehensive and special pedagogical diagnostics of individuals with specific learning disabilities in the process of special pedagogical counseling. Comprehensive and special pedagogical diagnostics of individuals with ADHD in the process of special pedagogical counseling. Comprehensive and special pedagogical diagnostics of people with autism in the process of special pedagogical counseling.

The educational result is in accordance with the LI CU/FoE, the mission and strategic objectives of the CU/FOE, in accordance with the description of the study field, in accordance with the NKR/SKR/DD, in accordance with the profile of the graduate, in accordance with the goals and outcomes of education in individual subjects of the study plan and other related documents.

The student must demonstrate the acquisition of broad knowledge, skills, abilities, and competences from knowledge about special pedagogical counseling, namely:

- the history and current trends of counseling, the causes of the emergence of special pedagogical counseling in Slovakia

- concepts and legal norms governing the issue of special pedagogical counseling,

- special pedagogical counseling as a scientific branch of special education participating in the complex rehabilitation of individuals with special educational needs,

- counseling and prevention facilities,

- special pedagogical counseling process,

- qualification requirements and personality of the advisor,

- communication in the special pedagogical counseling process,

- special education diagnostics as part of the special education counseling process,

- creating a report from a special pedagogic examination in the process of special pedagogical counseling,

- comprehensive and special pedagogical diagnostics of individuals with intellectual, visual, hearing, physical disabilities, individuals with specific learning disabilities, with activity and attention disorders, with autism in the process of special pedagogical counseling.

The student also has transferable skills, e.g. communication skills, analytical skills, interpersonal skills, creativity and the ability to think abstractly, the ability to think critically, motivation and the ability to learn, reasoning in context, and metacognitive skills.

State exam

Assessment methods: oral exam, professional discussion, discussion, additional questions, solving problem tasks, solving simulated tasks with an emphasis on implementing the result in practice, practical verification of control and modification of educational materials for the physically disabled, sick and health impaired, etc.

Compulsory readings:

VANČOVÁ, A. 2007. Základy špeciálnej pedagogiky pre prácu so študentmi stredných a vysokých škôl. Bratislava. Univerzita Komenského, 2007. ISBN 978-80-89113-30-9.

HARČARÍKOVÁ, T., KOLLÁROVÁ, E. 2016. Základy pedagogiky telesne postihnutých, chorých a zdravotne oslabených. - 1. vyd. - Bratislava : Iris, 2016. - 165 s. ISBN 978-80-89726-81-3

HARČARÍKOVÁ, T. 2014. Pedagogika telesne postihnutých, chorých a zdravotne oslabených v kontextoch edukácie. - 1. vyd. - Ostrava : Ostravská univerzita, Pedagogická fakulta, 2014. 97 s. ISBN 978-80-7464-631-7

JANKŮ, K., HARČARÍKOVÁ, T. 2016. Multidimenzionalita tělesného postižení z pohledu komplexní rehabilitační péče. - 1. vyd. - Ostrava : Ostravská univerzita, 2016. - 146 s. ISBN 978-80-7464-886-1

HARČARÍKOVÁ, T. 2014. Význam pracovného poradenstva a podporovaného zamestnávania v pracovnej rehabilitácii a sociálnej inklúzii jednotlivcov s telesným postihnutím In: Inkluzivní dimenze primárního a sekundárního vzdělávání ve speciální pedagogice. - Ostrava : Ostravská univerzita, Pedagogická fakulta, 2014. - S. 68-102. - ISBN 978-80-7464-692-8

HARČARÍKOVÁ,T. 2014. Žiak mladšieho školského veku s telesným postihnutím, znevýhodnením a onemocnením In: Inkluzivní vzdělávání žáků mladšího školního věku se speciálními vzdělávacími potřebami. Ostrava : Ostravská univerzita, Pedagogická fakulta, 2014. - S. 139-179. - ISBN 978-80-7464-674-4

HARČARÍKOVÁ, T. 2011. Pedagogika telesne postihnutých, chorých a zdravotne oslabených – teoretické základy. 2011. Bratislava: IRIS. ISBN 978-80-89238-59-0

HARČARÍKOVÁ, T. 2007. Základy pedagogiky telesne postihnutých, chorých a zdravotne oslabených. In Základy špeciálnej pedagogiky

HARČARÍKOVÁ, T. 2008. Pedagogika telesne postihnutých, chorých a zdravotne oslabených. Bratislava : Mabag, 2008. 102 s. ISBN 978-80-89113-54-5

HARČARÍKOVA, T. 2007. Edukácia detí s telesným postihnutím v prípravnom ročníku základnej školy pre telesne postihnutých ako jedna zo špecifických foriem špeciálnopedagogickej intervencie In Špeciálnopedagogická diagnostika, včasná intervencia a špeciálnopedagogické poradenstvo pre znevýhodnené osoby (s postihnutím, narušením, nadaním a talentom), Bratislava : MABAG, s.r.o., 2007 S. 215-231. ISBN 978-80-89113-38-5.

HARČARÍKOVÁ, T. 2005. Poradňa pre voľbu povolania pri Inštitúte pre pracovnú rehabilitáciu občanov so zmenenou pracovnou schopnosťou v Bratislave. In KROČANOVÁ, Ľubica et al. Špeciálnopedagogické poradenstvo- informačný bulletin IX. Bratislava: Metodické centrum, 2005, s. 53- 54. ISBN 80-7164-396-3. 2005.

HARČARÍKOVÁ, T., NAGYOVÁ, K. 2015. Edukácia jednotlivcov s nevyliečiteľnou chorobou ako multidimenzionálny problém. In: MULTIDIMENZIONALITA východisko rozvoja súčasnej špeciálnej pedagogiky – zborník vedeckých príspevkov. s. 183-205. 2015. Bratislava: IRIS. ISBN 978-80-89726-38-7

KOLLÁROVÁ, E. 2007. Somatopédia pre učiteľov. Bratislava: Univerzita Komenského. ISBN 978-80-223-2283-6.2007.

KOLLÁROVÁ, E. 2004. Somatopédia pre vychovávateľov. 2. upravené vyd. Bratislava: Vydavateľstvo UK ISBN 80-223-1591-5

KOLLÁROVÁ, E. 2006. Základy somatopédie. 1. vyd. Bratislava: Vydavateľstvo UK ISBN 80-223-2107-9

KOLLÁROVÁ, E. 2007. Somatopédia pre učiteľov. Bratislava: Univerzita Komenského, 2007. s. 145. ISBN 978-80-223-2283-6.

NAGYOVÁ, K., HARČARÍKOVÁ, T. 2015. Vplyv onkologického ochorenia na edukáciu jednotlivca s týmto ochorením. In: Paedagogica specialis 29. s. 70-78. 2015. Bratislava: Univerzita Komenského v Bratislave. ISBN 978-80-223-4010-6

HARČARÍKOVÁ, T., NAGYOVÁ, K. 2018. Dôsledky onkologického ochorenia na emocionalitu a správania detí predškolského veku. In: Paedagogica specialis: 32. - Bratislava: Univerzita Komenského v Bratislave, 2018. - S. 40–50. – ISBN 978-80-223-4610-8

NAGYOVÁ, K. 2015. Jednotlivec s onkologickým ochorením v kontexte pedagogiky chorých: diplomová práca. Bratislava: PdF, 2015.

NAGYOVÁ, K. 2016. Význam pedagogiky chorých v edukácii jednotlivca s letálnym ochorením. In: Juvenilia paedagogica 2016: aktuálne teoretické a výskumné otázky pedagogiky v konceptoch dizertačných prác doktorandov [CD]. s. 123-128. 2016. Trnava: Trnavská univerzita. ISBN 978-80-8082-965-0

OPATŘILOVÁ, D. Pedagogická intervence v raném a předškolním věku u jedinců s dětskou mozkovou obrnou. Brno: Masarykova Univerzita, 2003. ISBN 80-210-3242-1.

OPATŘILOVÁ,D.2006. Pedagogicko-psychologické poradenství a intervence v raném a předškolním věku u dětí se speciálními vzdělávacími potřebami. Brno: Masarykova Univerzita, 2006. ISBN 80-210-3977-9.

Recommended readings:

HARČARÍKOVÁ, T., MIŠĽANOVÁ, A. 2009. Faktory ovplyvňujúce začleňovanie detí so špeciálnymi výchovno-vzdelávacími potrebami do bežnej materskej školy In Aktuálne otázky špeciálnej pedagogiky na Slovensku (CD ROM), Senec : Slovenská únia mediátorov, 2009 S. 112-130

HARČARÍKOVA, T. 2007. Názory študentov stredného odborného učilišťa pre telesne postihnutú mládež na úroveň prípravy na povolanie v učebných a študijných odboroch a možnosti špeciálnopedagogickej intervencie v tejto oblasti. In Špeciálnopedagogická diagnostika, včasná intervencia a špeciálnopedagogické poradenstvo pre znevýhodnené osoby (s postihnutím, narušením, nadaním a talentom), Bratislava : MABAG, s.r.o., 2007 S. 232-245 ISBN 978-80-89113-38-5.

HARČARÍKOVA, T. 2008. Skúsenosti s aplikáciou LEGO DACTA na 1. stupni ZŠ pre žiakov s telesným postihnutím. In Komplexná rehabilitácia viacnásobne postihnutých : niektoré nové metodiky a programy, Bratislava : MABAG spol. s r.o., 2008 S. 106-124. ISBN 978-80-89113- 43-9.

NAGYOVÁ, K. 2015. Jednotlivec s onkologickým ochorením v kontexte pedagogiky chorých: diplomová práca. Bratislava: PdF, 2015. NAGYOVÁ, K. 2016. Kontinuálne vzdelávanie odborníkov pri práci s deťmi a rodinami v paliatívnej starostlivosti : príklad dobrej praxe. In: Speciální pedagogika. – Roč. 26, č. 4 (2016), s. 377–382. - ISSN 1211-2720

NAGYOVÁ, K., HARČARÍKOVÁ, T. 2019. Siblings of children with oncological illness. In: AD ALTA [elektronický dokument]. - Roč. 9, č. 2 (2019), s. 220–226 [print]. - ISSN (print) 1804-7890

NAGYOVÁ, K., CHLÁDECKÁ, Z. 2017. Hroví špecialisti – hroví terapeuti. In: Paedagogica specialis : 31. – Bratislava : Univerzita Komenského v Bratislave, 2017. - S. 453–462. – ISBN 978-80-223-4438-8

NAGYOVÁ, K., KRALOVIČOVÁ, L. 2016. Možnosti využitia terapeutickej knihy – Iván Gómez: Ajka a Grof v krajine sopiek. In: Reflexie vývoja a trendy rozvoja špeciálnej pedagogiky na Slovensku v medzinárodných kontextoch. – Bratislava : Iris, 2016. – S. 351–357. - ISBN 978-80-89726-79-0

The state exam (including the defense of the final thesis), its conditions, and the procedural side are covered by IR 1/2020 Study Regulations of the FoE CU, as well as IR 5/2021 Study Regulations of the CU.

The student can take the state exam a) after obtaining at least such a number of credits that after obtaining the credits for successfully passing the last state exam, he/she reaches the necessary number of credits for the proper completion of the studies, and b) after successfully completing the mandatory subjects,, mandatory optional subjects and optional subjects in the composition determined by the study program except for the state exam, and c) no disciplinary proceedings are being conducted against him/her.

In the master's degree, it is necessary to obtain 94 credits in the prescribed composition within the study program for its study part. The student receives another 14 credits for the successful defense of the final thesis and 12 credits for the subjects of the state exam.

According to IR 23/2021 Internal system of the quality assurance of HE of the CU in Bratislava, part six, Art. 56, paragraph 2, the student must demonstrate knowledge and understanding of it, demonstrate its application, and the ability to creatively solve problems related to the given field of study in broader contexts in new/unknown/simulated environments. He/she must also demonstrate developed learning skills with a high degree of independence and autonomy.

In particular, the student is evaluated for the following:

- the level of acquisition of the necessary knowledge, skills and competences necessary for the performance of the indicated profession,

- the level of completion and verbal interpretation of acquired knowledge/skills, the ability to analyze, synthesize, and generalize them,

- the student's level of competence (rationality of learning, ability to solve appropriate problem/simulated tasks, level of critical and creative thinking, communicative skills, personal and interpersonal competences, etc.),

- the ability to interpret special pedagogical phenomena and processes through scientific language in the pedagogy of the physically disabled, the sick and the health impaired,

- control of theoretical-philosophical starting points for determining goals in pedagogy of the physically disabled, the sick, and the health impaired,

- the ability to justify the arguments for which he/she chose the methods of an individual approach within the educational rehabilitation of the physically disabled, the sick, and the health impaired,

- the ability to apply the knowledge of pedagogy of the physically disabled, the sick, and the health impaired and other auxiliary disciplines to the educational process,

- control of state education programs (relevant ISCED), creation of school education programs and application of EP for the physically disabled, the sick, and the health impaired in practice,

- the ability to choose adequate educational methods in relation to the specific diagnoses of pupils with physical disability, the illness, and the health impairment,

- the ability to apply the latest technical and compensatory means and assistive technologies in educational rehabilitation in individual cases,

- the ability to work in a multidisciplinary team, to cooperate with other experts within work teams; to lead work teams,

- the level of communication skills and the application of substitute communication systems for the physically disabled, the sick, and the health impaired,

- the ability to provide advice, guidance, and consulting services to parents, teachers and educators of children and pupils with physical disability, the sickness, and the health impairment, to provide advice and guidance in the professional orientation of pupils with physical disability, the sickness and the health impairment,

- the skill to prepare educational, corrective, stimulating and developing programs,

- the ability to apply the methods of special pedagogical diagnostics in practice.

- knowledge and characteristics of basic concepts with a focus on specifics in the teaching of students with physical disability, the sickness and the health impairment,

- the ability to design and prepare a lesson for children and students with physical disability, illness, and the health impairment,

- the ability to characterize, apply, and evaluate didactic methods in teaching for the physically disabled, the sick, and the health impaired,

- the ability to propose adequate methods for evaluating the performance of students with physical disability, the sickness, and the health impairment, to monitor and acquire new and innovative knowledge within the field of pedagogy of physically disabled, the sick, and the health impaired.

The rating is given on a scale:

A (excellent – excellent results),

B (very good – above average standard),

C (good – normal reliable work),

D (satisfactorily – acceptable results),

E (sufficient – the results meet the minimum criteria),

Fx (insufficient).

Slovak language, Czech language

Pedagogy of the physically disabled, sick and health impaired - terminological definition, goal, subject. Supportive scientific disciplines of pedagogy for the physically disabled, sick, and health impaired. The present and future of the department. Subject development of communication skills and graphomotor skills - history and present of the subject, content, and goal.

Categorization and characteristics of physical disabilities - Definition of basic groups of physically disabled people and their characteristics, etiology of physical disabilities. Specifics of teaching in a school with MF (hospital, treatment center, sanatorium). Factors that influence the course of the teaching process. The impact of illness on the educational process. Phases of the teacher's work.

School educational program for sick and disabled students - basic characteristics and specifics of the educational program. Subject development of movement skills in students with physical disabilities. Basic characteristics and objective of the subject. Locomotor and nonlocomotor movement skills. Give specific examples.

Educational program for sick and health-impaired pupils - basic characteristics, specifics of the educational program. Specifics of work teaching in elementary schools for pupils with physical disabilities, considering the type and degree of physical disability. Motor exercises and development of basic work skills for pupils with different types and degrees of physical disabilities. Give specific examples.

A system of schools and facilities for the physically disabled, the sick, and the health impaired. History. The present. Basic characteristic. Mission. Developing movement skills in students with physical disabilities. The influence of physical disability on the development of movement skills of pupils with physical disabilities. Activities in nature and seasonal exercise activities.

Vocational preparation for the physically disabled, sick and health impaired. Pre-professional training. Job counseling. Preparation for the profession. An individual with a physical disability, illness, and health impairment in the labor market. Comparison of individual teaching options in elementary school in a medical facility (hospital, treatment center, sanatorium).

Education of the physically disabled, the sick and the health impaired in the conditions of mainstream schools. Integration/ Inclusion. The pros and cons. Communication problems of individuals with physical disabilities - characteristics, causes of disorders, and their impact on the education of students with physical disabilities.

Educational program for students with physical disabilities. Characteristics. Specific and specific teaching subjects and their characteristics. Content, tasks, and goals of special writing training and special reading training for children and pupils with physical disabilities.

A sick and health impaired individual. Characteristics of individual concepts. Disease. Health impairment. Acceptance of the the fact of illness. Compensation factors. Social consequences of the disease. Special methodology for children and pupils with physical disabilities to write on the computer. Specify a specific exercise model.

Cerebral palsy (CP). Characteristics of the individual forms of DMO. Specifics of education of children and pupils with DMO. An individual with DMO in adulthood. Principles of developing movement and speech in children and pupils with cerebral palsy. Characteristics and use in practice.

An incurable/lethal illness. An individual with an incurable/lethal disease and its specifics. Specifics and possibilities of education of an individual with an incurable/lethal disease. Family and its specifics. Communication with the terminally ill. Educational program for students with physical disabilities. Characteristics of individual educational areas. Specifics of teaching individual subjects with regard to the type and degree of physical disability. Give examples from teaching practice.

Comprehensive rehabilitation care for people with physical disabilities. Components of complex rehabilitation care, their characteristics and goals. Developing movement skills in students with physical disabilities. Psychomotor exercises and games. Manipulation, movement, and preparatory sports games. Give specific examples.

Specifics of early and preprimary care for children with physical disabilities, illness, and health impairment. Institutional care and its specifics. Preparatory exercises in developing communication skills and graphomotor skills, division, characteristics. Application of the exercise model to specific physical disabilities.

Elementary school for students with physical disabilities. Characteristics, mission, and specifics of the school. Factors that influence the course of the teaching process for students with different types and degrees of physical disabilities. Teaching principles for pupils with physical disabilities. Special writing methodology for children and pupils with upper limb amputations. Specify a specific exercise model.

School in the medical facility (PS at MF). Characteristics and specifics of the school (hospital, treatment center, sanatorium). The teaching process and its specifics in elementary schools at MF. Characteristics of educational content. Cooperation with the tribal school. Special writing methodology for children and pupils with CP. Specify a specific exercise model.

Inclusive education of pupils with physical disabilities, illness, and health impairment - conditions, specifics, legislation. Special writing methodology for children and pupils with congenital anomalies of the upper limbs. Specify a specific exercise model.

Didactic principles, forms, and methods of teaching for the physically disabled, sick, and health impaired. The subject is occupational teaching for pupils with physical disabilities. Characteristics, specifics, goals and content at the primary level of education. Specifics of vocational training with regard to the type and degree of physical disability. Give examples based on the type and degree of physical disability.

Counseling in the pedagogy of the physically disabled, sick, and health impaired with regard to the individual stages of development and with regard to the type and degree of physical disability, illness, and health impairment in the conditions of inclusive education. Prominent personalities in the pedagogy of the physically disabled, sick, and health impaired and their work and significance.

The graduate has mastered theoretical knowledge in the field of education of the physically disabled, the sick, and the health impaired, and understands the principles and rules of the process of educating these pupils, as well as its specifics. He/she has an overview of the system of education of the physically disabled, the sick and the health impaired, and the processes related to it, and he/she knows special methods of educating the physically disabled, the sick, and the health impaired. He/she knows the current state educational programs, and he/she knows the theoretical foundations of designing, implementing, and evaluating the education process. In addition to theoretical knowledge, he has mastered pedagogical skills in managing the educational process/education of the physically disabled, the sick, and the health impaired with different etiology, type, and degree of disability with an emphasis on primary education. He/she can independently record, analyze, and solve various pedagogical situations, also with regard to the consequences of physically disabled, the sick and the health impaired, and he/she has the skills to manage and organize the educational process of the physically disabled, the sick and the health impaired in special, but also inclusive conditions. He/she is able to identify and adequately personalize the individual needs of the target group and respond to them effectively in a methodical and didactic manner. He/she has acquired knowledge and skills in the field of developing communication skills and graphomotor skills in the physically disabled.

He/she masters the procedures and has skills in the field of self-care for the physically disabled, the sick, and the health impaired. He/she has acquired competencies in the field of reading and special writing training for pupils with physical disabilities. He/she controls the specifics of educating sick students and can identify the consequences of illness, chronic illness and incurable illness on the educational process. Last but not least, the graduate understands the needs and specifics of pupils with physical disabilities, sickness and health impairment, can carry out the diagnostic process, correctly evaluate it, and apply special pedagogical interventions in practice with a focus on the support and development of the physically disabled, the sick and the health impaired.

Concretization of the achievement of educational goals and outputs

The student masters the scientific language, the terminological definition of the pedagogy of the physically disabled, the sick and the health impaired, integration into the system of sciences, internal division, goals, tasks, subject. Knows the supportive disciplines of the pedagogy of the physically disabled, the sick and the health impaired, the characteristics of individual groups of physical disabilities, diseases and health impairments and knows their differentiation.

He/she will demonstrate knowledge in the field of comprehensive rehabilitation care for the physically disabled, the sick, and the health impaired.

He/she controls the characteristics of the cognitive processes of individuals with physical disabilities, sickness, and health impairment.

Can describe the process of education of children and pupils with physical disabilities, sickness and health impairment in ordinary schools, special pedagogical support for the education of children and pupils with physical disabilities, sick and health impairment in ordinary schools.

He/she knows and orients himself/herself in the institutionalization of individuals with physical disabilities, sickness, and health impairment – he/she knows educational institutions in their historical and current context.

Can justify the need for special pedagogic counseling for the physically disabled, sick and health impaired, its goals, focus, tasks. He/she controls and knows how to apply the specifics of the counseling process with individuals with physical disabilities, the sickness, and the health impairment.

He/she understands and is able to define the specifics of early and preschool care for children with physical disabilities, illness, and health impairment, as well as the specifics of care for individuals in productive and post-productive age.

Knows, understands, and can interpret goals, methods, principles, and didactic procedures in pre-primary, primary and lower secondary education of individuals with physical disabilities, illness, and health impairment. He/she knows the specifics of their education for the visually impaired, general educational strategies, didactic procedures in education.

Orients himself/herself in the composition of educational programs and the program for pupils with physical disabilities, illness, and health impairment for primary and lower secondary education

He/she can adjust the school environment in favor of the success of a pupil with a physical disability, illness, and health impairment, he/she knows how to create individual educational programs in cooperation with other experts, and he/she knows the principles of creating their content.

He/she can teach subjects from the field of Special Pedagogical Support, developing communication skills and graphomotor skills, and developing movement skills.

Demonstrates sufficient organizational skills applicable in the educational process of the physically disabled, sick, and health impaired, knows how to use specific strategies in teaching creatively, but at the same time critically. Within the area focused on counseling, he/she applies interpersonal skills. In addition to all this, he/she is proficient in working with digital and assistive technologies.

State exam

Assessment methods: oral exam, professional discussion, discussion, solving problem tasks

Compulsory/ Recommended readings:

• HAMPL, I. - SCHMIDTOVÁ, M:2016. Špecifiká edukácie detí s poruchou sluchu v ranom veku. Bratislava: IRIS. 2016. 185 s.. ISBN 978-80-89726-85-1.

• HOVORKOVÁ, S. – RZYMANOVÁ. M. – TARCSIOVÁ, D. (2018): Máme dieťa s poruchou sluchu 1. Bratislava: Nadácia Pontis, 2018 s. 547. ISBN 978-80-89895-11-3.

• HOVORKOVÁ, S. – RZYMANOVÁ. M. – TARCSIOVÁ, D. (2018): Máme dieťa s poruchou sluchu 2. Bratislava: Nadácia Pontis, 2017. 442 s. ISBN 978-80-89895-06-9.

• SCHMIDTOVÁ, M. a kol. 2016. Teória edukácie žiakov so SP 1 Bratislava: Iris, 2016.145s. ISB ISBN 978-80-89726-59-2.

• SCHMIDTOVÁ, M. 2009. Orálne a auditívno-verbálne prístupy vo vzdelávaní detí a žiakov so SP. Bratislava: MABAG spol. s r. o., 2009. 98 s. ISBN 978-80-89113-66-8.

• SCHMIDTOVÁ, M. 2017. Korekcia artikulácie u detí so sluchovým postihnutím. Bratislava: Iris, 2017. 165s. ISBN 978-80-8200-012-5.

• TARCSIOVÁ, D. a kol. Písmo a žiaci so stratou sluchu. Bratislava: IRIS, a.s. 426 s. ISBN 978-80-89726-88-2.

•TARCSIOVÁ, D. Posunkový jazyk a vzdelávanie nepočujúcich. Bratislava: IRIS, a.s. 315 s. ISBN 978-80-8200-040-8.

The state exam (including the defense of the final thesis), its conditions, and the procedural side are covered by IR 1/2020 Study Regulations of the FoE CU, as well as IR 5/2021 Study Regulations of the CU.

The student can take the state exam a) after obtaining at least such a number of credits that after obtaining the credits for successfully passing the last state exam, he/she reaches the necessary number of credits for the proper completion of the studies, and b) after successfully completing the mandatory subjects,, mandatory optional subjects and optional subjects in the composition determined by the study program except for the state exam, and c) no disciplinary proceedings are being conducted against him/her.

In the master's degree, it is necessary to obtain 94 credits in the prescribed composition within the study program for its study part. The student receives another 14 credits for the successful defense of the final thesis and 12 credits for the subjects of the state exam.

According to IR 23/2021 Internal system of the quality assurance of HE of the CU in Bratislava, part six, Art. 56, paragraph 2, the student must demonstrate knowledge and understanding of it, demonstrate its application, and the ability to creatively solve problems related to the given field of study in broader contexts in new/unknown/simulated environments. He/she must also demonstrate developed learning skills with a high degree of independence and autonomy.

In particular, the student is evaluated for the following:

- the level of acquisition of the necessary knowledge, skills, and competences necessary for the performance of the indicated profession;

- the level of completion and verbal interpretation of acquired knowledge/skills, the ability to analyze, synthesize, and generalize them;

- the level of student competences (rationality of learning, ability to solve appropriate problem/simulated tasks, level of critical and creative thinking, communication skills, personal and interpersonal competences, etc.).

The rating is given on a scale:

A (excellent – excellent results),

B (very good – above average standard),

C (good – normal reliable work),

D (satisfactorily – acceptable results),

E (sufficient – the results meet the minimum criteria),

Fx (insufficient).

Slovak language, Czech language

1. Speech and language development in children with HI. Assessment of the language and speech level of DSP. The sound level of the language. Language competences in relation to the education of children with HI. Assessment of the language and speech level of DSP.

2. Methods of education of the hearing impaired primarily using spoken language: oral method, auditory-verbal method. Their theoretical starting points, basic principles, and use. Education programs for children with HI based on oral methods and auditory-verbal approaches.

3. Methods of education for hearing impaired using sign language. Total communication. Simultaneous communication. Bilingual approach. Their theoretical starting points, basic principles, and use.

4. Bimodal bilingualism and pedagogy of hearing impaired.

5. Early education of the hearing impaired. Basic characteristics, definition of terms, principles, procedures of education in early education. Forms of implementation of early education for children with hearing loss. The role of special pedagogical counseling in inclusive education of the hearing impaired and in early care.

6. Developing literacy in the pedagogy of the hearing impaired. Emergent literacy, its characteristics, and possibilities of use in the pedagogy of the hearing impaired. Developing elements of emergent literacy. Reading literacy in children with HI, factors influencing reading performance in the hearing impaired. Diary and the method of working with the diary. Different approaches to reading. Implicit and intuitive methods of learning to read.

7. Goals of education and training of pupils with HI, profile of a graduate of primary education with HI

School documents and materials and their use. Educational program for pupils with HI. Educational areas, teaching subjects, key competencies. Content standard, performance standard, key competencies, and their application in primary schools. Thematic plans. The role of methodological associations and subject commissions.

8. Special teaching methods of individual subjects at the primary level of education. Position of individual subjects in the state educational program, characteristics of the teaching subject, competences of the teacher and the pupil. Objectives and meaning of the subject. Content, tasks, methods, didactic aids, didactic technique, and organizational forms of education in the subject.

9. Hearing disorders in combination with other disorders and disabilities. Basic characteristic. Institutionalized care for children with HI and other disabilities. Education, training, and rehabilitation of a child with HI with mental retardation. Upbringing, education, and rehabilitation of a deaf-blind child

The educational result is in accordance with the LI CU/FoE, the mission and strategic objectives of the CU/FOE, in accordance with the description of the study field, in accordance with the NKR/SKR/DD, in accordance with the profile of the graduate, in accordance with the goals and outcomes of education in individual subjects of the study plan and other related documents.

At the state exam, the student must demonstrate the following:

- knowledge of the methods of education of children and pupils with hearing impairment using primarily spoken language and sign communication,

- knowledge of the principles, conditions and implementation of early care for children with hearing impairment,

- knowledge of the speech and language development of children and pupils with hearing impairment,

- knowledge about the goals of raising and educating pupils with HI, the educational program for pupils with HI, school documents,

- knowledge of special methods of teaching subjects at the primary level of PS for HI,

- knowledge of special teaching methods for specific subjects.

A student must demonstrate the ability to:

- plan, manage, implement and evaluate the educational process of students with hearing impairment,

- to know and identify the sociocultural environment and its influence on the development and education of students with hearing impairment,

- to implement the specifics of teaching subject methodologies at the primary level of PS for HI,

- master specific forms of communication and be able to apply them in the educational process,

- solve various pedagogical situations that are affected by hearing impairment,

- identify and implement support measures for students with hearing impairment in the conditions of mainstream schools.

The student should be able to perform the following:

- activities related to the position of teacher for students with hearing impairments at the primary level of PS for HI,

- activities related to the position of a special school teacher in mainstream primary and secondary schools,

- to carry out pedagogical and special pedagogical diagnostics in the field of action.

As part of the state exam for the subject Pedagogy of the hearing impaired and education of the hearing impaired, the student demonstrates the following transferable skills: analytical skills, abstract and critical thinking skills, communication skills, reasoning in context, metacognitive skills, supervision skills, comparison skills.

State exam

Assessment methods: oral exam, professional discussion, discussion, supplementary questions, solving problem tasks, solving simulated tasks with an emphasis on the implementation of the result in practice, practical verification of the ability to read and write Braille, control the processes of orientation and mobility, and the processes of modifying educational materials for SEN and others.

Compulsory readings:

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

LOPÚCHOVÁ, J., KRAJČÍ, P. 2014. Teória a výskum digitálnych a asistenčných technológií v inkluzívnej špeciálnej pedagogike. 1. vyd. Ostrava : Ostravská univerzita, Pedagogická fakulta, 2014. - 199 s. ISBN 978-80-7464-675-1(časť o MM pre ZP)

LOPÚCHOVÁ, J. Reedukácia a komplexná rehabilitácia zraku u jednotlivcov so zrakovým postihnutím. 1. vyd. Bratislava : Iris, 2010. - 210 s. + 1 CD-ROM. ISBN 978-80-89238-40-8

NÉMETH, O. 1999. Slabozrakosť ako pedagogický problém. Bratislava: Sapientia, 1999. ISBN 80-967180-5-3 113.

Vzdelávací program pre deti a žiakov so zrakovým postihnutím. Schválilo Ministerstvo školstva Slovenskej republiky pod číslom CDE2008-18550/39582-1:914 dňa 26. mája 2009.

LOPÚCHOVÁ, J. 2014. Špecifiká edukácie jednotlivcov so zrakovým postihnutím v inkluzívnom prostredí s akcentom na saturáciu ich špeciálnych edukačných potrieb. In: Interdisciplinární pohledy na jinakost : 2. olomoucké speciálněpedagogické dny. Olomouc : Univerzita Palackého, 2014. S. 145-158. ISBN 978-80-244-4483-3.

LOPÚCHOVÁ, J. 2014. Saturácia špeciálnych edukačných potrieb u žiakov mladšieho školského veku so zrakovým postihnutím v inkluzívnych podmienkach. In: Inkluzivní vzdělávání v globálních a v užších kontextech : předškolní a základní vzdělávání. Ostrava : Ostravská univerzita, Pedagogická fakulta, 2014. - S. 59-67. - ISBN 978-80-7464-659-1.

LOPÚCHOVÁ, J. 2014. Žiak mladšieho školského veku so zrakovým postihnutím. In: Inkluzivní vzdělávání žáků mladšího školního věku se speciálními vzdělávacími potřebami. Ostrava : Ostravská univerzita, Pedagogická fakulta, 2014. S. 180-212. ISBN 978-80-7464-674-4

BIŠČO KASTELOVÁ, A., LOPÚCHOVÁ, J., SCHMIDTOVÁ, M., TARCSIOVÁ, D. 2013. Pedagogika zmyslovo postihnutých raného a predškolského veku. 1. vyd. Bratislava :Iris, 2013. 325 s. ISBN 978-80-89238-83-5 (časť publikácie venovaná ZP)

LOPÚCHOVÁ, J. 2011. Špecifiká procesu diagnostiky u detí raného a predškolského veku so zrakovým postihnutím. In: Paedagogica specialis 25. Bratislava : Univerzita Komenského, 2011. S. 32-47. ISBN 978-80-223-2862-3

LOPÚCHOVÁ, J., NÉMETH, O. 2021. Propedeutika andragogiky zrakovo postihnutých. 1. vyd. Bratislava :Iris, 2021. - 84 s. ISBN 978-80-8200-077-4.

Recommended readings:

LOPÚCHOVÁ, J. 2008. Pedagogika zrakovo postihnutých: (vybrané kapitoly). 1. vyd. Bratislava: Mabag, 2008. - 100 s. ISBN 978-80-89113-53-8.

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

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

JESENSKÝ, J. a kol. 2007. Prolegomena systému tyflorehabilitace a metodiky tyflorehabilitačních výcviků. 1. vyd. Praha: UJAK, 2007. 659 s. ISBN 978-80-86723-49-5.

LOPÚCHOVÁ, J. 2012. Transdisciplinárny model tímového prístupu k deťom so zrakovým a viacnásobným postihnutím v ranom veku. In: Pohledy na inkluzivní vzdělávání zdravotně postižených. - Olomouc : Univerzita Palackého, 2012. - S. 44-54. - ISBN 978-80-244-3372-1

LOPÚCHOVÁ, J., ONDRÁČKOVÁ, Ž. 2020. Orientácia a mobilita ako významný determinant nezávislosti seniorov so zrakovým postihnutím. 1. vyd. Bratislava : Iris, 2020. 106 s. ISBN 978-80-8200-048-4.

LOPÚCHOVÁ, J., VÝBERČIOVÁ, M. 2021. Špeciálne edukačné potreby jednotlivcov s poruchami zraku v produktívnom veku v oblasti ich ďalšieho vzdelávania. 1. vyd. Bratislava: Iris, 2021. 108 s. ISBN 978-80-8200-078-1.

LOPÚCHOVÁ, J., KOLNÍKOVÁ, H. 2016. Kvalitatívna analýza systému komplexnej rehabilitácie jednotlivcov so zrakovým postihnutím na Slovensku. In: Paedagogica specialis 30. Bratislava : Univerzita Komenského v Bratislave, 2016. S. 158-168. ISBN 978-80-223-4155-4

LOPÚCHOVÁ, J., OBETKOVÁ, V. 2018. Proces adaptácie vodiaceho psa na nové prostredie a súčinnosť v dyáde jednotlivec so zrakovým postihnutím - vodiaci pes. In: Teória a praxeológia výchovnej a komplexnej rehabilitácie : zborník vedeckých príspevkov. - Brno : MSD, 2018. - S. 254-275. - ISBN 978-80-7392-286-3

LOPÚCHOVÁ, J. 2019. Raná starostlivosť o deti so zrakovým postihnutím v intenciách empirických aktivít In: Historické reflexie a nové výzvy v slovenskej a českej špeciálnej pedagogike za posledných 100 rokov. - Brno : MSD, 2019. - S. 67-118 [3,2 AH]. - ISBN 978-80-7392-303-7

LOPÚCHOVÁ, J., JEŽÍKOVÁ, M. 2017. Teoreticko-empirické aspekty čitateľskej gramotnosti žiakov so zrakovým postihnutím. 1. vyd. Bratislava : Iris, 2017. - 246 s. ISBN 978-80-8200-017-0

VÁGNEROVÁ, M. Oftalmopsychologie dětského věku. Praha: KAROLINUM, 1995. ISBN 80-7184-053-X.

VANČOVÁ, A., HARČARÍKOVÁ, T., LOPÚCHOVÁ, J. a kol. 2012. Špeciálna pedagogika raného a predškolského veku. 1. vyd. Bratislava : Iris, 2012. - 462s. ISBN 978-80-89238-68-2

The state exam (including the defense of the final thesis), its conditions, and the procedural side are covered by IR 1/2020 Study Regulations of the FoE CU, as well as IR 5/2021 Study Regulations of the CU.

The student can take the state exam a) after obtaining at least such a number of credits that after obtaining the credits for successfully passing the last state exam, he/she reaches the necessary number of credits for the proper completion of the studies, and b) after successfully completing the mandatory subjects, mandatory optional subjects and optional subjects in the composition determined by the study program except for the state exam, and c) no disciplinary proceedings are being conducted against him/her.

In the master's degree, it is necessary to obtain 94 credits in the prescribed composition within the study program for its study part. The student receives another 14 credits for the successful defense of the final thesis and 12 credits for the subjects of the state exam.

According to IR 23/2021 Internal system of the quality assurance of HE of the CU in Bratislava, part six, Art. 56, paragraph 2, the student must demonstrate knowledge and understanding of it, demonstrate its application, and the ability to creatively solve problems related to the given field of study in broader contexts in new/unknown/simulated environments. He/she must also demonstrate developed learning skills with a high degree of independence and autonomy.

In particular, the student is evaluated for the following:

- the level of acquisition of the necessary knowledge, skills, and competences necessary for the performance of the indicated profession;

- the level of completion and verbal interpretation of acquired knowledge/skills, the ability to analyze, synthesize, and generalize them;

- the level of student competences (rationality of learning, ability to solve appropriate problem/simulated tasks, level of critical and creative thinking, communication skills, personal and interpersonal competences, etc.),

- the ability to interpret special pedagogical phenomena and processes through scientific language in the pedagogy of the visually impaired,

- control of theoretical and philosophical starting points for determining goals in the pedagogy of the visually impaired,

- the ability to justify the arguments for which he/she chose the methods of an individual approach within the educational rehabilitation of the visually impaired,

- the ability to apply the knowledge of pedagogy for the visually impaired and other auxiliary disciplines to the educational process of the visually impaired,

- control of state education programs (relevant ISCED), creation of school education programs and application of EP for VI in practice,

- the ability to choose adequate educational methods in relation to specific diagnoses of visually impaired students,

- the ability to apply the latest technical and compensatory means and assistive technologies in educational rehabilitation in individual cases,

- the ability to work in a multidisciplinary team, to cooperate with other experts within work teams, to lead work teams,

- the level of communication skills and the application of substitute communication systems for the visually impaired,

- the ability to provide advice, guidance, and consulting services to parents, teachers, and educators of children with visual impairments, to provide advice and guidance in the professional orientation of a visually impaired student,

- the skill to prepare educational, corrective, stimulating and developing programs,

- the ability to apply the methods of special pedagogical diagnostics in practice,

- knowledge and characteristics of basic concepts with a focus on specifics in the teaching of visually impaired students,

- the ability to design and prepare a lesson for children and pupils with visual impairments,

- the ability to characterize, apply, and evaluate didactic methods in teaching the visually impaired,

- the ability to propose adequate methods of evaluating the performance of pupils with visual impairments, to monitor and acquire new and innovative knowledge within the field of pedagogy for the visually impaired.

The rating is given on a scale:

A (excellent – excellent results),

B (very good – above average standard),

C (good – normal reliable work),

D (satisfactorily – acceptable results),

E (sufficient – the results meet the minimum criteria),

Fx (insufficient).

Slovak language, Czech language

Pedagogy of the visually impaired (PVI) - terminological definition, inclusion in the system of sciences, internal division, goals, tasks, subject. Supportive disciplines of pedagogy of visually impaired.

Characteristics and differentiation of visually impaired (VI) - Definition of basic groups of individuals with visual impairments and their characteristics, vertical and horizontal aspects of differentiation, etiology, symptomatology.

Comprehensive rehabilitation of visually impaired in Slovakia. Medical rehabilitation. Social rehabilitation. Work rehabilitation. Educational rehabilitation. Institutional care within complex rehabilitation.

Cognitive processes of visually impaired individuals, their characteristics, and specifics. Higher and lower compensation mechanisms.

Education of children and pupils with visual impairments in regular schools. Special pedagogical support for the education of children and pupils with visual impairments in regular schools. School special teacher. Field special educator.

Structure, description, and application of the Braille system (relief-point font) in educational practice. Writing as a means of literacy. Writing as a means of communication.

Communication of visually impaired individuals. Specifics of written, oral, and non-verbal communication of the blind and visually impaired. Communication strategies for the visually impaired.

Spatial orientation and mobility of visually impaired individuals. Orientation point. Orientation sign. Macrospace. Microspace. Trailing-finger technique. Developing ideas about space. Indoor and outdoor orientation. Orientation and walking on stairs. Walking with a guide. Orientation and walking with a guide dog. Guide dog. Characteristics Specifics of walking with a dog. Guide dog training. Guide dog breeds.

Typhography - characteristics of the information deficit of the visually impaired, the role of typhography in the development of individuals with visual impairments, standards in typhography /relief point, relief, relief area, the role of typhography in the education and training of children and pupils with visual impairments.

A long white stick. Functions of the long white stick. LWS grip: basic, pencil, diagonal. LWS techniques – sliding, pendulum.

Aids and devices for the visually impaired. Compensation aids. Corrective aids. Digital and assistive technologies. PC programs for the visually impaired.

Institutionalization of children and pupils with visual impairment. Educational institutions for the visually impaired. Goals and tasks of educational institutions for the visually impaired.

Special educational counseling for people with visual impairments. Goals, focus, tasks. Specifics of the counseling process with visually impaired individuals.

Characteristics of the the personality profile of typhlopedagogue. Possibilities for his professional and personal growth.

Specifics of early and preschool care for visually impaired children.

Specifics of care for individuals of postproductive age.

Pedagogy of free time. Possibilities of interesting activities for people with visual impairment - childhood, adulthood.

Organizations, institutions and associations of interest for the visually impaired - ÚNSS, RSZP, SKN, NGO, OZ, Center for the support of students with SN at the Comenius University and others. Participation of institutions cooperating with the Ministry of Education in the comprehensive care of people with visual impairments.

Possibilities of informal diagnostics of pupils' visual abilities in the educational process.

The re-education process and its conditions. Vision reeducation in preschool and younger school-aged children. Training of individual components of visual perception (training of orientation in space, training of visual differentiation, training of the ability of visual analysis and synthesis, training of visual memory, training of color perception, training of shape perception).

Text editing for students with visual impairments. Text editing for visually impaired. Editing and modification of texts for the blind. Audio books.

Subject Informatics for students with visual impairments.

Primary education of the visually impaired - terminological definition, goals, tasks, forms, methods, means. Didactics as a basis for judicious and erudite organization of learning and teaching processes.

Adjusting the school work conditions of individually integrated pupils with visual impairments.

Individual educational programs. Creation and principles of IEP creation. IEP content for the visually impaired.

Objectives of education and training of primary and lower secondary students. Didactic principles of education for the visually impaired.

Area of special pedagogical support - definition and characteristics and specifics of subjects, spatial orientation/movement education, individual typhopedic exercises - blind students,

Individual typhopedic exercises for low vision students.

Specifics of education for the visually impaired (pre-primary education, primary education, lower secondary education). General educational strategies. Didactic procedures in the education of the visually impaired.

Educational program for pupils with visual impairments for primary and lower secondary education, for primary art education and lower secondary art education (brief characteristics, educational goals, educational areas, organizational conditions of education and training, personnel provision of education and training, material and technical provision of education).

Specifics of the educational process of low visioned and blind students/students with residual vision. Didactic procedures in the education of visually impaired pupils/pupils with residual vision.

Editing of illustrations for students with visual impairments. Editing of illustrations for visually impaired and blind children and pupils. Tactile books. Didactics of introducing illustrations into the educational process.

Didactic analysis and projection of the curriculum. Assessment and evaluation of the educational process.

Education of people with visual impairments in the conditions of ordinary primary and secondary schools. Integration/inclusion of visually impaired individuals.

The graduate has acquired theoretical knowledge in the field of education of the visually impaired, understands the principles and rules of the process of education of the visually impaired, as well as its specifics. He/she has an overview of the system of education of the visually impaired and the processes related to it, and he/she knows special methods of education of the visually impaired. He/she knows the current state educational programs, and he/she knows the theoretical basis of designing, implementing, and evaluating the education process. In addition to theoretical knowledge, he/she has mastered pedagogical skills in managing the educational process/education of the visually impaired with different etiology, type, and degree of disability with an emphasis on primary education. He/she can independently record, analyze, and solve various pedagogical situations, also with regard to the consequences of visual impairments, he/she has the skills to manage and organize the educational process of the visually impaired in special as well as inclusive conditions. He/she is able to identify and adequately personalize the individual needs of the target group and respond to them effectively in a methodical and didactic manner. He/she has acquired knowledge and skills in the field of re-education of visual functions for visually impaired individuals, physiology of visual perception processes, and competence in the field of creation, processing, and implementation of re-education programs for individuals with visual impairments. He/she masters the procedures in the rehabilitation of the visually impaired, has mastered skills in the field of self-service of the visually impaired, spatial orientation and mobility of the visually impaired. He/she has acquired competencies in the field of reading and writing relief-point writing (Braille), as well as typhology, methods of typhology solutions, and their use in the educational process. Last but not least, the graduate understands the needs and specifics of the visually impaired, can carry out the diagnostic process, evaluate it correctly, and apply special pedagogical interventions in practice with a focus on the support and development of the visually impaired.

Concretization of the achievement of educational goals and outputs

The student masters the scientific language, the terminological definition of the pedagogy of the visually impaired, integration into the system of sciences, internal division, goals, tasks, subject. He/she knows the supportive disciplines of pedagogy of the visually impaired, the characteristics of individual groups of visually impaired individuals and knows the differentiation of visually impaired individuals (VI).

He/she will demonstrate knowledge in the field of comprehensive rehabilitation of the visually impaired in Slovakia.

Controls the characteristics of the cognitive processes of people with visual impairment.

Can describe the process of education of children and pupils with visual impairments in regular schools, special pedagogical support for the education of children and pupils with visual impairments in regular schools.

He/she knows the structure, description, and knows how to apply the Braille system (relief-point font) in educational practice.

He/she masters the characteristics and specifics of communication with visually impaired individuals, especially the specifics of written, oral, and non-verbal communication of the blind and low visioned, as well as communication strategies for the visually impaired.

He/she masters the techniques of spatial orientation and mobility of visually impaired individuals and knows how to apply them in practice, he/she knows and can characterize an orientation point, an orientation sign, macrospace, microspace. sliding finger technique (trailing), orientation indoors and outdoors, orientation and walking on stairs, walking with a guide, principles of orientation and walking with a guide dog.

He/she understands the principles of typhlography, knows the basic standards in typhlography /relief point, relief, relief surface, and knows how to apply typhlography in the education and training of children and pupils with visual impairments.

Orients and controls work with aids and devices for the visually impaired.

He/she knows and orients himself/herself in the institutionalization for visual impaired individuals – he/she knows educational institutions for the visually impaired.

He/she can justify the need for special pedagogical counseling for VI, its goals, focus, tasks. He/she controls and knows how to apply the specifics of the counseling process with people with visual impairments. Knows the possibilities of informal diagnostics of pupils' visual capabilities in the educational process.

He/she understands and is able to define the specifics of early and preschool care for children with visual impairments, as well as the specifics of care for individuals in productive and postproductive age.

He/she controls the procedures within the re-education process and knows its conditions and individual areas. He/she can implement in practice the training of the individual components of visual perception (training of orientation in space, training of visual differentiation, training of the ability of visual analysis and synthesis, training of visual memory, training of color perception, training of shape perception).

He/she has the skill to edit and modify texts for visually impaired and blind students.

Knows, understands, and can interpret the goals, methods, principles, and didactic procedures in pre-primary, primary and lower secondary education. He/she knows the specifics of the education of the visually impaired, general educational strategies, didactic procedures in the education of the visually impaired.

It focuses on the composition of educational programs and the program for students with visual impairments for primary and lower secondary education, for primary art education and lower secondary art education.

He/she is able to adjust the school environment in favor of the success of a student with VI, he/she knows how to create individual educational programs in cooperation with other experts, and he/she knows the principles of creating their content.

He/she can characterize subjects from the field of Special Pedagogical Support - Spatial orientation, movement education, individual typhlopedic exercises, and also informatics for pupils with visual impairments.

At the same time, the graduate demonstrates the ability to communicate not only in the normal form of language, but also in Braille, has sufficient organizational skills applicable in the educational process of VI, knows how to use specific strategies in teaching creatively, but at the same time critically. Within the area focused on counseling for VI, he/she applies interpersonal skills. In addition to all this, he/she is proficient in working with digital and assistive technologies.

State exam

Assessment methods: oral exam, professional discussion, discussion, problem solving

Compulsory readings:

BARTOŇOVÁ, M. 2020. Přístupy a intervence k jedincům se specifickými poruchami učení. Bratislava. Iris

BARTOŇOVÁ, Miroslava. 2018. Diagnostické a intervenční přístupy u dětí s narušenou komunikační schopností v předškolním věku In: Paedagogica specialis: 32. Bratislava : Univerzita Komenského v Bratislave, 2018. s. 22-39. ISBN 978-80-223-4610-8.

BARTOŇOVÁ, M., VÍTKOVÁ, M. 2020. Efektivní vyučování v heterogenní třídě se zřetelem na metody a učební strategie. 1., elektronické vyd. Brno: Masarykova univerzita, 2020. 122 s. ISBN 978-80-210-9830-5.

KEREKRÉTIOVÁ, A. a kol. 2016. Logopédia. Bratislava: Univerzita Komenského, 2016. ISBN 978-80-223-4165-3

KURUC, M. 2013. Poruchy správania u detí a adolescentov a ich pedagogická diagnostika. Bratislava: Univerzita Komenského v Bratislave. 2013. ISBN 978-80-223-3512-6

LECHTA, Viktor a kol. 1995. Diagnostika narušenej komunikačnej schopnosti. Martin, Osveta 1995. ISBN 80-88824-18-4

LECHTA, Viktor a kol.2002: Terapia narušenej komunikačnej schopnosti. Martin, Osveta 2002. ISBN 80-8063-092-5.

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

SMETANOVÁ, D. a kol. 2014. Prejavy správania u vybraných skupín žiakov základných škôl. 1. vyd. Bratislava: Univerzita Komenského, Pedagogická fakulta, 2014. ISBN 978-80-89726-17-2

VANČOVÁ, A. 2010. Základy pedagogiky detí (osôb) s narušenou komunikačnou schopnosťou. In: Základy integratívnej (inkluzívnej) špeciálnej pedagogiky. Bratislava: Iris, 2010. s. 537 – 566. ISBN 978-80-89238-37-8.

VANČOVÁ, A.; HARČARÍKOVÁ, T. 2008. (ed) .: Komplexná rehabilitácia viacnásobne postihnutých – niektoré nové metódy a programy. Zborník. Bratislava, UK PdF 2008, ISBN 978-80-89113-43-9

Zákony, vyhlášky a metodické pokyny v aktuálnom znení.

Recommended readings:

BARTOŇOVÁ, M., VÍTKOVÁ, M. 2019. Inkluzivní pedagogika: Distanční studijní text. 1. vyd. Opava, 2019. 179 s. ISBN 978-80-7510-334-5.

BARTOŇOVÁ, M., VÍTKOVÁ , M. a kol. 2017. Support Measures for Students with Special Education Needs in Mainstream Schools in the Czech Republic and Abroad. 1. vyd. Brno: Masarykova univerzita, 2017. 198 s. ISBN 978-80-210-8504-6.

BARTOŇOVÁ, Miroslava. 2015. Approaches to students with learning disorders in inclusive school environment. 1. dotisk 1. vyd. Brno: Masarykova univerzita, 2015. 164 s. ISBN 978-80-210-7110-0.

BARTOŇOVÁ, M., VÍTKOVÁ ,M. 2018. Inkluzivní didaktika v praxi základní školy se zřetelem na specifika žáků s lehkým mentálním postižením. 1. vydání. Brno: Munipress, 2018. 165 s. ISBN 978-80-210-9189-4.

HUTYROVÁ, M. a kol. 2019. Děti a problémy v chování. Etopedie v praxi. Bratislava: Portál, 2019. ISBN 9788026215233.

LECHTA, V., PORUBOVIČOVÁ, Ľ. a CIRJAKOVÁ, Z. 2017. Výchova a vzdelávanie detí s narušenou komunikačnou schopnosťou v predprimárnom vzdelávaní. In: Aplikácia vzdelávacích programov pre deti so zdravotným znevýhodnením pre predprimárne vzdelávanie. Bratislava: ŠPÚ, 2017. Dostupné na internete: https://www.statpedu.sk/files/sk/deti-ziaci-so-svvp/deti-ziaci-so-zdravotnym-znevyhodnenim-vseobecnym-intelektovym-nadanim/predprimarne-vzdelavanie.pdf.

VANČOVÁ, A., KEČKÉŠOVÁ, M., SMETANOVÁ, D. 2017. Ochrana práv dieťaťa a rodiny v Slovenskej republike rámcovaná platnou legislatívou. 1. vyd. Bratislava: Slovak education publishing, 2017. ISBN 978-80-89834-03-7.

ZELINKOVÁ, Olga. 2003. Poruchy učení. Praha: Portál ,2003 ISBN 80-7178-800-7.

The state exam (including the defense of the final thesis), its conditions, and the procedural side are covered by IR 1/2020 Study Regulations of the FoE CU, as well as IR 5/2021 Study Regulations of the CU.

The student can take the state exam a) after obtaining at least such a number of credits that after obtaining the credits for successfully passing the last state exam, he/she reaches the necessary number of credits for the proper completion of the studies, and b) after successfully completing the mandatory subjects, mandatory optional subjects and optional subjects in the composition determined by the study program except for the state exam, and c) no disciplinary proceedings are being conducted against him/her.

In the master's degree, it is necessary to obtain 94 credits in the prescribed composition within the study program for its study part. The student receives another 14 credits for the successful defense of the final thesis and 12 credits for the subjects of the state exam.

According to IR 23/2021 Internal system of the quality assurance of HE of the CU in Bratislava, part six, Art. 56, paragraph 2, the student must demonstrate knowledge and understanding of it, demonstrate its application, and the ability to creatively solve problems related to the given field of study in broader contexts in new/unknown/simulated environments. He/she must also demonstrate developed learning skills with a high degree of independence and autonomy.

In particular, the student is evaluated for the following:

- the level of acquisition of the necessary knowledge, skills, and competences necessary for the performance of the indicated profession;

- the level of completion and verbal interpretation of acquired knowledge/skills, the ability to analyze, synthesize, and generalize them;

- the level of student competences (rationality of learning, ability to solve appropriate problem/simulated tasks, level of critical and creative thinking, communication skills, personal and interpersonal competences, etc.).

The rating is given on a scale:

A (excellent – excellent results),

B (very good – above average standard),

C (good – normal reliable work),

D (satisfactorily – acceptable results),

E (sufficient – the results meet the minimum criteria),

Fx (insufficient).

Slovak language, Czech language and English language

1. Basic terminology, development of SLD paradigms, transformations of the therapeutic approach to solving SLD, including changes in the institutional nature and relevant legislation. A systemic approach to solving problems in Slovakia and European countries.

2. Education legislative framework (Education Act, relevant decrees of the Ministry of Education and Culture). A system of schools and facilities for students with specific learning disabilities, behavior disorders, and impaired communication skills.

3. Causes and etiology of specific learning disabilities and behavior disorders. Manifestations of specific learning disabilities (dyslexia, dysgraphia, dysorthographia).

4. Interdisciplinarity of the field of etopedics. Theoretical concepts of diagnostics, stimulation, and reeducation in etopedic practice.

5. Deficits of partial functions. Primary and secondary prevention of specific learning disabilities. Secondary and primary consequences of behavior disorders and specific learning disabilities.

6. Detailed analysis of the symptoms of ADD and ADHD. Hyperactivity, impulsivity, attention disorders, individual's personality. Personality development of a student with SLD and B (variability of personality development). Definition of behavior disorders in the context of a quality of life perspective. Behavior disorder as a barrier to access to education.

7. Preventive and supportive measures and their application in inclusive education with a focus on the target group of students; basic strategies in the work of a teacher/special teacher. Actors of education – teacher, student from SLD and S.

8. Correction of SLD and S (principles, approaches, methods of dyslexia, dysgraphia, dysortographia, dyscalculia, and other manifestations of SLD). Literacy, the process of reading and writing, and its specifics. Methods of reading and writing in education at the primary level of education in elementary school. Mathematical literacy, dyscalculia, methods, and principles of approach.

9. Development and specifics of cognitive functions (auditory perception, visual perception, memory, thinking). Laterality, right-left orientation, spatial orientation.

10. Specifics of the assessment (school law, formative assessment, motivational, diagnostic and social functions of the assessment). Methodological instructions for the evaluation and classification of primary and secondary school pupils.

11. Communication, communication skills, communication process. The importance of communication in human life. Stages of the communication process.

12. Impaired communication skills (phonological, phonetic, morphological-syntactic, lexical, and semantic aspects of speech in pupils with specific learning disabilities).

13. System of care for individuals with impaired communication skills in our country and abroad. Valid legislation relating to the provision of speech therapy intervention. Logopedic prevention - primary, secondary, tertiary. Development of communication skills within the educational process.

14. Alternative and augmentative communication - characteristics of systems used in pedagogical practice. Support of interventions with special tools and software.

15. Specifics of the approach and forms in inclusive education (conditions, principle, individualization, and differentiation). Strategies and learning preferences of pupils in primary and secondary schools.

16. Social inclusion (teachers, parents, therapist, pupil, participation of parents in meeting the educational needs of the target group. Communication with parents, pupils and teachers in an inclusive school with a focus on inclusion of the target group. Concepts of social exclusion of target groups of etopedia.

17. Study and professional orientation of students with SLD and students with behavior disorders (school, family, career counseling). Approaches and interventions for people with SLD and behavior disorders in adulthood.

18. Identifying needs-motivation, managing the workload and success of individuals with SLD in the learning process, barriers in the learning process.

The educational result is in accordance with the LI CU/FoE, the mission and strategic objectives of the CU/FOE, in accordance with the description of the study field, in accordance with the NKR/SKR/DD, in accordance with the profile of the graduate, in accordance with the goals and outcomes of education in individual subjects of the study plan and other related documents.

At the state exam, the student must demonstrate the following:

- knowledge of approaches and methods of education of children and pupils with specific learning disabilities, behavior disorders, and ICS,

- knowledge of the principles, conditions and implementation of inclusive education in primary and secondary schools for students with SLD and behavior disorders,

- control of theoretical and philosophical starting points for determining goals in the education of pupils with SLD and the behavior disorders of pupils with ICS,

- knowledge of the goals of education and training of pupils with SLD, behavior disorders and ICS, educational programs, school documents,

- knowledge of special teaching methods of specific subjects at the primary level of elementary school,

- the ability to analyze specific manifestations of verbal and nonverbal communication of individuals with a health handicapped and modifies the conditions of the communication context.

At the state exam, the student must demonstrate the ability to:

- plan, manage, implement and evaluate the educational process of pupils with SLD and behavior disorders, ICS,

- to know and identify the sociocultural environment and its influence on the development and education of pupils with SLD and behavior disorders in the context of social inclusion,

- adopt applied approaches and strategies applied in the inclusive education of children, pupils, and students with specific learning disabilities, behavioral disorders, and with impaired communication skills in their teaching (individual approaches, group work),

- master the scientific language, terminological definition, internal division, goals, tasks, subject of pedagogy of individuals with learning disabilities, behavior disorders, and impaired communication skills,

- acquire highly specialized interdisciplinary theoretical knowledge in the fields of pedagogy, psychology, special education, social, communication, and diagnostic intervention, including methodological approaches with regard to the given specialization,

- to implement the specifics of teaching subject methodologies at the primary level of elementary school pupils,

- solve various pedagogical situations that are influenced by the specifics of the education of individuals with learning disabilities and behavior disorders and impaired communication skills,

- identify and implement support measures for pupils with SEN in the conditions of mainstream schools and apply appropriate methods of communication in cooperation with parents/legal representatives in the application of stimulating, corrective, reeducational and compensatory activities,

- the ability to apply in practice methods of special pedagogical diagnostics for pupils with learning disabilities and behavior disorders and impaired communication skills,

- adjust the school environment in favor of the success of a student with learning disabilities, behavior disorders, and impaired communication skills, knows how to create individual educational programs in cooperation with other experts, and knows the principles of creating their content.

The student should be able to perform the following:

- activities related to the position of a school special education teacher in mainstream primary and secondary schools,

- special pedagogical, corrective, educational activities aimed at children, pupils, and students with specific learning disabilities, behavior disorders, and with impaired communication skills,

- to carry out pedagogical and special pedagogical diagnostics in the field of operation,

- perform work in a multidisciplinary team, cooperate with other experts within work teams, lead work teams.

- can specify the basic starting points of the conceptual (educational programs) legislative framework of the education and counseling process and can identify barriers to learning in the context of the biopsychosocial model.

As part of the state exam, the student demonstrates and possesses the following transferable skills: analytical skills, abstract and critical thinking skills, communication skills, reasoning in context, metacognitive skills, and supervision skills, comparison skills.

State exam

Assessment methods: oral exam, professional discussion, discussion, solving problem tasks, solving simulated tasks with emphasis on implementing the result in practice, etc.

Compulsory readings:

ADAMUS, P., VANČOVÁ, A. a LÖFFLEROVÁ, M. 2017. Poruchy autistického spektra v kontextu aktuálních interdisciplinárních poznatků. Ostrava: Pedagogická fakulta Ostravské univerzity, 2017. ISBN 978-80-7464-957-8.

THOROVÁ, K. 2016. Poruchy autistického spektra. 1. vyd. Praha: Portál, 2016. ISBN 978-80-262-0768-9.

VLADOVÁ, K., LECHTA, V. a kol. 2017. Aplikácia vzdelávacích programov pre deti so zdravotným znevýhodnením pre predprimárne vzdelávanie. Bratislava: ŠPÚ, 2017. Dostupné na internete: https://www.statpedu.sk/files/sk/deti-ziaci-so-svvp/deti-ziaci-so-zdravotnym-znevyhodnenim-vseobecnym-intelektovym-nadanim/predprimarne-vzdelavanie.pdf

Vzdelávací program pre žiakov s autizmom alebo ďalšími pervazívnymi vývinovými poruchami – predprimárne vzdelávanie Dostupné na internete: https://www.statpedu.sk/files/sk/svp/statny-vzdelavaci-program/vp-deti-ziakov-so-zdravotnym-znevyhodnenim/vp-deti-ziakov-autizmom-alebo-dalsimi-pervazivnymi-vyvinovymi-poruchami/vp_au_isced-0.pdf

Vzdelávací program pre žiakov s autizmom alebo ďalšími pervazívnymi vývinovými poruchami (bez mentálneho postihnutia) – primárne a nižšie sekundárne vzdelávanie. Dostupné na internete: https://www.statpedu.sk/files/sk/svp/statny-vzdelavaci-program/vp-deti-ziakov-so-zdravotnym-znevyhodnenim/vp-deti-ziakov-autizmom-alebo-dalsimi-pervazivnymi-vyvinovymi-poruchami/vp_aubezmp_isced_1_2.pdf

Vzdelávací program pre žiakov s autizmom alebo ďalšími pervazívnymi vývinovými poruchami (s mentálnym postihnutím) – primárne vzdelávanie. Dostupné na internete: https://www.statpedu.sk/files/sk/svp/statny-vzdelavaci-program/vp-deti-ziakov-so-zdravotnym-znevyhodnenim/vp-deti-ziakov-autizmom-alebo-dalsimi-pervazivnymi-vyvinovymi-poruchami/vp_ausmp_isced-1.pdf

Vzdelávací program pre žiakov s autizmom alebo ďalšími pervazívnymi vývinovými poruchami (s mentálnym postihnutím) – nižšie stredné vzdelávanie. Dostupné na internete: https://www.statpedu.sk/files/sk/svp/statny-vzdelavaci-program/vp-deti-ziakov-so-zdravotnym-znevyhodnenim/vp-deti-ziakov-autizmom-alebo-dalsimi-pervazivnymi-vyvinovymi-poruchami/vzdel-vac-program-pr-au-f.pdf

Vyhláška č. 322/2008 Z. z. o špeciálnych školách.

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

Zákon č. 138/2019 Z. z. o pedagogických zamestnancoch a odborných zamestnancoch a o zmene a doplnení niektorých zákonov.

Zákon č. 209/2019 Z. z. Zákon, ktorým sa mení a dopĺňa zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov v znení neskorších predpisov a ktorým sa menia a dopĺňajú niektoré zákony.

Recommended readings:

ADAMUS, P. 2014. Edukace žáků s poruchou autistického spektra v kontextu rozvoje klíčových kompetencí. 1. vyd. Ostrava: Ostravská univerzita, Pedagogická fakulta, 2014. ISBN 978-80-7464-661-4.

BELUŠKOVÁ, D., ŠEDIBOVÁ, A. 2014. Autizmus v praxi. Bratislava: Metodicko-pedagogické centrum v Bratislave, 2014. ISBN 978-80-565-0184-9.

BIŠČO KASTELOVÁ, A. a ŠVÍKOVÁ, K. 2020. Korekcia správania detí s poruchou autistického spektra pomocou behaviorálnych techník. In: Špeciálnopedagogické vedecké a praxeologické problémy v kontexte transformačných procesov. Prešov: Vydavateľstvo Prešovskej univerzity v Prešove, 2020. s. 299 – 320. ISBN 978-555-2591-4.

ČADILOVÁ, V., ŽAMPACHOVÁ, Z. 2008. Strukturované učení: Vzdělávání dětí s autismem a jinými vývojovými poruchami. Praha: Portál, 2008. ISBN 978-80-7367-475-5.

ČADILOVÁ, V., ŽAMPACHOVÁ, Z. a kol. 2012. Metodika práce se žákem s poruchami autistického spektra. 1. vyd. Olomouc: Univerzita Palackého, 2012. ISBN 978-80- 244-3309-7.

DRUŽKOVSKÁ, L., TRELLOVÁ, I. a VANČOVÁ, A. 2020. Hodnotenie preferencií v edukačnom procese detí s poruchami autistického spektra. In: Paedagogica specialis 34. Bratislava: Iris, 2020. s. 356 – 369. ISBN 978-80-223-5049-5.

HRDLIČKA, M., KOMÁREK, V. 2004. Dětský autismus. Praha: Portál, 2004. ISBN 80-7178-813-9.

VANČOVÁ, A. 2005. Vývoj edukačných a podporných služieb pre žiakov s autizmom na Slovensku v období rokov 1990 až 2005. In: Aktuálne otázky teórie a praxe špeciálnej pedagogiky: Aktuálne otázky výchovnej rehabilitácie postihnutých a špeciálnopedagogickej pedeutológie. Bratislava: Sapientia, 2005. s. 302 – 323. ISBN 80-969112-9-5.

VANČOVÁ, A. 2010. Individuálny výchovno-vzdelávací program ako významný prostriedok napomáhajúci integrovanému vzdelávaniu žiakov so zdravotným znevýhodnením. In: Základy integratívnej (inkluzívnej) špeciálnej pedagogiky. Bratislava: Iris, 2010. s. 127 – 152. ISBN 978-80-89238-37-8.

VANČOVÁ, A. 2015. Behaviorálne prístupy a ich využitie v intervenčnom riešení nevhodného správania detí s autizmom. In: Paedagogica specialis 29. Bratislava: Univerzita Komenského v Bratislave, 2015. s. 330 – 353. ISBN 978-80-223-4010-6.

VANČOVÁ, A. 2017. Vzdelávanie žiakov s poruchou autistického spektra bez mentálnej retardácie – príklady dobrej praxe. In: Paedagogica specialis: 31. Bratislava: Univerzita Komenského, 2017. s. 9 – 33. ISBN 978-80-223-4438-8.

VANČOVÁ, A., HLINOVÁ, D., BÁLINTOVÁ, V. 2013. Osobitosti špeciálnopedagogickej intervencie a edukácie dieťaťa s autizmom predškolského veku v špeciálnej materskej škole. In: Výchovná a komplexná rehabilitácia postihnutých v ponímaní špeciálnej pedagogiky. Bratislava: Iris, 2013. s. 395 – 412. ISBN 978-80-89256-93-8.

The state exam (including the defense of the final thesis), its conditions, and the procedural side are covered by IR 1/2020 Study Regulations of the FoE CU, as well as IR 5/2021 Study Regulations of the CU.

The student can take the state exam a) after obtaining at least such a number of credits that after obtaining the credits for successfully passing the last state exam, he/she reaches the necessary number of credits for the proper completion of the studies, and b) after successfully completing the mandatory subjects, mandatory optional subjects and optional subjects in the composition determined by the study program except for the state exam, and c) no disciplinary proceedings are being conducted against him/her.

In the master's degree, it is necessary to obtain 94 credits in the prescribed composition within the study program for its study part. The student receives another 14 credits for the successful defense of the final thesis and 12 credits for the subjects of the state exam.

According to IR 23/2021 Internal system of the quality assurance of HE of the CU in Bratislava, part six, Art. 56, paragraph 2, the student must demonstrate knowledge and understanding of it, demonstrate its application, and the ability to creatively solve problems related to the given field of study in broader contexts in new/unknown/simulated environments. He/she must also demonstrate developed learning skills with a high degree of independence and autonomy.

In particular, the student is evaluated for the following:

- the level of acquisition of the necessary knowledge, skills, and competences necessary for the performance of the indicated profession;

- the level of completion and verbal interpretation of acquired knowledge/skills, the ability to analyze, synthesize, and generalize them;

- the level of student competences (rationality of learning, ability to solve appropriate problem/simulated tasks, level of critical and creative thinking, communication skills, personal and interpersonal competences, etc.).

The rating is given on a scale:

A (excellent – excellent results),

B (very good – above average standard),

C (good – normal reliable work),

D (satisfactorily – acceptable results),

E (sufficient – the results meet the minimum criteria),

Fx (insufficient).

Slovak language (SE in the state language) + languages that are necessary to study compulsory and recommended literature.

Defining the basic terminology of autism spectrum disorders. Legislative framework of education (current Education Act, relevant decrees). Classification and description of autism spectrum disorders. Detailed analysis of symptoms, specific and non-specific manifestations of autism spectrum disorders. Development of individuals with autism spectrum disorders and its specificities. Specifics of communication, forms, and its development in individuals with autism spectrum disorders. Alternative and augmentative communication - characteristics of systems used in individuals with autism spectrum disorders. Interchangeable picture communication system (VOKS - PECS). Specifics of social interactions and development of social skills in individuals with autism spectrum disorders. Specifics in the area of interests, play, and imagination in individuals with autism spectrum disorders and the possibilities of their development. Diagnostics of autism spectrum disorders. History of education of people with autism spectrum disorders in our country and abroad. Education of people with autism spectrum disorders in pre-primary education. Education of individuals with autism spectrum disorders in primary and lower secondary education. Education of individuals with autism spectrum disorders in secondary and higher education institutions. Education of individuals with autism spectrum disorders in inclusive education. Education of individuals with autism spectrum disorders in schools for students with autism and in other schools for students with disabilities. Educational programs for students with autism or other pervasive developmental disorders. Individual educational program and its creation for individuals with autism spectrum disorders. Preventive and supportive measures and their application in inclusive education with a focus on the target group of students with autism spectrum disorders. Identifying needs, motivation, strengths and weaknesses of a student with autism spectrum disorder. TEACCH program and structured learning. Behavioral approaches - verbal behavior approach, traditional approach of applied behavior analysis. Selected special pedagogical and therapeutic interventions used in individuals with autism spectrum disorders. The use of Social Stories in individuals with autism spectrum disorders. Early intervention for individuals with autism spectrum disorders. Reinforcement of desirable behavior in individuals with autism spectrum disorders. Eliminating problematic and aberrant behavior in people with autism spectrum disorders. Intact siblings and a family with a child with autism spectrum disorders - options for support and counseling.

The educational outcome is in accordance with the LI CU/FoE, the mission and strategic objectives of the CU/FOE, in accordance with the description of the study field, in accordance with the NKR/SKR/DD, in accordance with the profile of the graduate, in accordance with the goals and outcomes of education in individual subjects of the study plan and other related documents.

The student must demonstrate adequate theoretical knowledge in the field of pedagogy for individuals with autism spectrum disorders, which he/she will be able to apply in practice. The student must be able to solve problems related to the education and care of individuals with autism spectrum disorders. The student must be able to orient himself/herself in options, intervention, and education of individuals with autism spectrum disorders. With his/her knowledge and skills, the student must demonstrate competence and ability to work with individuals with autism spectrum disorders at any age and in different types of institutions. The student must master methods, methodologies, techniques, and approaches for individuals with autism spectrum disorders. The student must be able to apply the acquired knowledge and skills in practice as a teacher, pedagogical assistant, teacher in a special school, counselor and special school teacher.

The student must demonstrate adequate transferable competencies such as communication competencies, organizational skills, digital skills, analytical skills, interpersonal skills, creativity and abstract thinking ability, critical thinking ability, mentoring and supervisory skills, motivation and ability to learn, contextual reasoning and metacognitive abilities.