The objective of the discipline is to provide an overview of specific developmental learning disorders (dyslexia, dysgraphia, dysorthographia, dyscalculia, and other related groups of disorders) in the context of previous and contemporary evidence-based scientific and research findings in the field of special education from a neurological, psychological and linguistic perspective, and with a direct continuous reflection of modern educational approaches. The discipline also includes a critical analysis and comparison of relevant terminology and classification (reflecting WHO classification), incidence, etiology, symptomatology, diagnostics, intervention, prevention, and prognosis of specific developmental learning disorders, including legislation applicable in the area of education and intervention, use of modern instrumentation, didactic materials and aids, and ICT technology with an emphasis on a critical analysis of scientific results concerning their effectiveness. The discipline also covers the issue of non-verbal learning disorders affecting many other forms of impairment (praxia, hyperlexia, etc.) and continuous transformation of primary symptoms of specific language impairment (developmental dysphasia) or phonetic-phonological disorders, links to specific attention disorders (ADD, ADHD) or behaviour, specific developmental disorders of motor functions, etc. Focus is also on learning pseudo-disorders. Special attention will be paid to interdisciplinary relationships and the position of a special education teacher in various developmental levels (cooperation with speech-language therapists, neurologists, paediatricians, teachers in pre-primary, secondary and tertiary education), during which the symptoms of partial function deficits or specific developmental learning disorders might manifest. Special attention will be paid to a comparison of Czech and foreign concepts and to developmental specifics in various age groups. List of recommended literature and materials: BLAŽKOVÁ, R. (2017) Didaktika matematiky se zaměřením na specifické poruchy učení. Brno: Masarykova univerzita. ISBN 978-80-210-8673-9 EJNAT, A., KOTASOVÁ, M. (2015) Klíč k zamčeným dveřím. Brno: Pedagogicko-psychologická poradna; Havlíčkův Brod: Tobiáš. ISBN 978-80-7311-161-8 GRENAROVÁ, R, BARTOŇOVÁ, M. (2017) Hodnocení a sebehodnocení ve výuce cizích jazyků u žáků se specifickými poruchami učení. KENBIHL, VF. (2009) Jak se učí chlapci a jak děvčata : rozdíly ve stylu učení, které byste měli znát : čtení a psaní s příklady, jak se učit. Havlíčkův Brod: Tobiáš. ISBN: 978-80-7311-110-6 KEREKRÉTIOVÁ, A. a kol. (2016) Logopédia. Bratislava: Univerzita Komenského. ISBN 978-80-223-4165-3 KIRBYOVÁ, A. (2009) Nešikovné dítě. Dyspraxie a další poruchy motoriky. Praha: Portál. ISBN 80-7178-424-9 KOŠČ, L. (1975) Patopsychológia- poruchy učenia a správania. Bratislava: SPN. KOUKOLÍK, F. (2008) Mozek a jeho duše. Praha: Galén. ISBN 978-80-7262-314-3 KREJČOVÁ, L. et al. (2018) Specifické poruchy učení: dyslexie, dysgrafie, dysortografie. Brno: Edika. Rádce pro rodiče a učitele. ISBN 978-80-266-1219-3 KUCHARSKÁ, A. (2014) Riziko dyslexie: pregramotnostní schopnosti a dovednosti a rozvoj gramotnosti v rizikových skupinách. V Praze: Univerzita Karlova, Pedagogická fakulta. ISBN 978-80-7290-784-7 KUCHARSKÁ, A. (ed.). (1994-2000) Specifické poruchy učení a chování. Sborní. Praha: Portál. ISSN 1211-670X LERNER, J. W. (2003) Learning disabilities : theories, diagnosis, and teaching strategies. Boston; New York: Houghton Mifflin Company. ISBN 061822405X
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