| Course title | The personality of a special needs educator |
|---|---|
| Course code | USS/XGOSP |
| Organizational form of instruction | no contact |
| Level of course | Doctoral |
| Year of study | not specified |
| Semester | Winter and summer |
| Number of ECTS credits | 7 |
| Language of instruction | Czech, English |
| Status of course | Compulsory-optional |
| Form of instruction | Face-to-face |
| Work placements | This is not an internship |
| Recommended optional programme components | None |
| Lecturer(s) |
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| Course content |
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unspecified
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| Learning activities and teaching methods |
| unspecified |
| Learning outcomes |
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The discipline focuses on the personality of a special needs educator in a comprehensive perspective. An important aspect is the requirement for multidisciplinarity, which is reflected in the process of professional training of modern special needs educators. The system of training of these specialists in the Czech Republic and abroad will be described. The conditions in the EU will be compared with the USA. The discipline also focuses on the forms and methods of preparation in Bachelor's, Master's and Doctoral degree programmes, respecting the requirements for inclusive education. Another area of study is the personality of a professional in special education, including ethical and other principles of work. Focus will also be on the role of supervision and the risk of the burnout syndrome. List of recommended literature and materials: GANAY, I. N., MUDASIR, H. 2017. Personality Characteristics, Attitude and Emotional Intelligence Among Secondary Level Teachers. Anchor Academic Publishing. HASTINGS. R.P., OAKFORD, S. (2003) Student teachers' attitudes toward the inclusion of children with special needs. Educational Psychology, 23, pp. 87-95. KAVALE, K. A. (2002) Mainstreaming to full inclusion: From orthogenesis to pathogenesis of an idea. International Journal of Disability, Development, and Education, 49, pp. 201-214. MALLOTOVÁ, K. (2000) Burn-out neboli syndrom vyhoření. Psychologie Dnes, roč. 6, No. 2. NORLIN, J. W. (2003) Special Education Dictionary. Horsham: LRP Publication. ISBN 1-57834-002-0 RAINFORTH, B., YORK, J., MACDONALD, C. (1992) Collaborative teams for students with severe disabilities. Baltimore: Paul H. Brookes. REYNOLDS, C.R., FLETCHER-JANZEN, E. (2000) Concise Encyclopaedia of Special Education a Reference for the Education of the Handicapped and Other Exceptional Children and Adults. New York: John Wiley&Sons, Inc. ISBN 0-471-39261-8 RUSH, M. D. (2003) Syndrom vyhoření. Praha: Návrat domů. ISBN 80-7255-074-8 SMITH, P. (2007) "Have We Made Any Progress? Including Students with Intellectual Disabilities in Regular Education Classrooms". Intellectual and Developmental Disabilities 297-309. STOYANOV, D. 2014. New Model of Burn Out Syndrome: Towards early diagnosis and prevention. River Publishers. SWAN, W.W., MORGAN, J. L. (1993) Collaborating for comprehensive services for young children and their families. Baltimore: Paul H. Brookes. VERGASON, G. A., ANDEREGG, M. L. (1997) Dictionary of Special Education and Rehabilitation. Denver - Colorado: Love Publishing Company. ISBN 0-89108-243-3
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| Prerequisites |
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unspecified
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| Assessment methods and criteria |
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unspecified
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| Recommended literature |
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| Study plans that include the course |
| Faculty | Study plan (Version) | Category of Branch/Specialization | Recommended semester | |
|---|---|---|---|---|
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC21) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC21) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC19) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC20) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC19) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC20) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |