The aim of the course is to look here and in Europe at methodology and didactics, alternative approaches in care and education, theory of education, history of care and the development of thinking in the approach to people with visual impairments. Subject content - in terms of content, the subject focuses on the educational process - definitions and terminological definitions, on the legislative framework of the educational process, on the specifics of the educational process for the blind, on the specifics of the educational process for the visually impaired and people with residual vision, and on the specifics of the educational process for people with binocular vision disorders with a connection to the possibilities of integrating people with visual impairments into the majority society, analysis of individual directions of integration and inclusion and evaluation of procedures in areas of school integration, the specificity of the socialization process of visually impaired people in the social, cultural and work areas. The course also includes an overview of the possibilities of using modern information technologies and technical compensatory aids in interpersonal and pedagogical communication with visually impaired individuals, in particular the definition of individual categories of multimedia technologies and their application to the educational process of visually impaired individuals, a description of technical compensatory aids in terms of their properties and methods of use. Another area on which the subject is focused is the area of ??special educational counseling, including the early care system, school counseling, tertiary education counseling and career counseling. After completing the course, the student will be able to apply the acquired knowledge relevantly in his scientific research and development activities and within the scientific debate on this topic in an international context. List of recommended literature and materials: BALUNOVÁ, K., HEŘMANKOVÁ, D., LUDÍKOVÁ, L. (2001). Kapitoly z rané výchovy dítěte se zrakovým postižením. Olomouc, VUP. ISBN 80-244-0381-1. FINKOVÁ, D., LUDIKOVÁ, L., RŮŽIČKOVÁ, V. (2007). Speciální pedagogika osob se zrakovým postižením. Olomouc, VUP. ISBN 978-80-244-1857-5. JESENSKÝ, J. (2001). Komprehensivní speciální pedagogika. Hradec Králové, Pedf. KVĚTOŇOVÁ, L. (1998). Oftalmopedie. Brno, Paido. ISBN 80-85931-58-8. LUDÍKOVÁ, L., FINKOVÁ, D., STEJSKALOVÁ, K. (2013). Specifika edukace žáků se zrakovým postižením na ZŠ a SŠ. Olomouc: UP. ISBN 978-80-244-3698-2. LUDÍKOVÁ, L., FINKOVÁ, D., STEJSKALOVÁ, K. (2013). Teoretická východiska speciální pedagogiky osob se zrakovým postižením. Olomouc: UP. ISBN 978-80-244-3700-2. MICHALÍK, J. (1999). Skolská integrace dětí s postižením. Olomouc, VUP. ISBN 80-7067-981-6. MORAVCOVÁ, D. (2004). Zraková terapie slabozrakých a pacientů s nízkým vizem. Praha, Triton. ISBN 80-7254-476-4. RENOTIÉROVÁ, M., LUDÍKOVÁ, L. a kol. (2003). Speciální pedagogika. Olomouc, VUP. ISBN 80-244?0646-2. RÍČAN, P., KREJČÍŘOVÁ, D. a kol. (2000). Dětská klinická psychologie. Praha, Grada.ISBN 80-7169-512-2. RŮŽIČKOVÁ, V. et al. (2012). Basics of Special Education of Persons with Visual Impairment. Olomouc: Univerzita Palackého. ISBN 978-80-244-3097-3. VÁGNEROVÁ, M. (2004). Psychopatologie pro pomáhající profese. Praha, Portál. ISBN 80-7178-802-3.
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