The discipline provides a global overview of specific/developmental learning disorders concept (dyslexia, dysgraphia, dysorthographia, dyscalculia, and other related groups of disorders) from the special education perspective. The acquired learning disorders will be also introduced in relation to specific difficulties in older school age, adolescent and adult persons. " Terminology and classification (reflecting WHO and APA classification) of developmental and acquired learning disorders. Cultural-linguistic diversity in developmental and acquired learning disorders. " Historical background, main periods of the interest in developmental and acquired learning disorders treatment movement. " Incidence and ethiology of developmental and acquired learning disorders movement. Non-specific symptoms of developmental and acquired learning disorders across the lifespan. " Specific symptoms of developmental learning disorders - dyslexia, dysgraphia, dysorthographia, dyscalculia, and other related groups of disorders. " Specific and non-specific symptoms of acquired learning disorders - alexia, agraphia, agrammatism, acalculia, and other related groups of disorders. " Diagnostics, assessment approach and main assessment materials used in diagnostic process of developmental and acquired learning disorders. " Intervention strategies, educational and therapeutic methods (evidence- and research- based - EBP and RBP) and approach to educational and/or clinical management prevention of secondary negative consequences of developmental and acquired learning disorders. " Legislation applicable in the area of education and intervention of developmental and acquired learning disorders. " Utilization of modern instrumentation, didactic materials, supportive tools, and ICT technology in developmental and acquired learning disorders complex intervention. " Non-verbal learning disorders (a- and dys- 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. " 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).
The outcomes of the subject are based on partial profile of the subject`s absolvent.
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