Students will become familiar with the definition, classification and categorization in the areas of impaired communication skills (NCS), the organization of speech therapy care and other aspects of communication disorders in the context of the work of a special educator. They will subsequently be able to detect the symptoms of individual main forms of NKS in spoken and written form, including non-verbal communication disorders, and understand their impact on the field of school education and social communication. Thematic areas: ? Speech therapy ? basic concept of the field, its goals and subject matter, inclusion in the system of fields. Classification and categorization of impaired communication ability and communication, speech and language disorders and their impact in the field of special education - specifics of diagnostic categories according to the school, clinical and social department - ICD 11th revision and ICD WHO and DSM V. Terminology according to categorization and stratification of support measures in the Ministry of Education. The relationship between communication competence, literacy, intellect and NKS. ? System of organization of speech therapy care. Professional and professional organizations focusing on NKS (including, for example, disorders of graphic form) in the Czech Republic and abroad, the use of their activities in special pedagogy. Basic legislative definition of the organization of speech therapy care. Components of speech therapy intervention. Current care for persons with impaired communication skills in the Czech Republic and abroad and the relationship to the profession of special pedagogue - assistant pedagogue. Specifics of speech therapy care in the Ministry of Education, Health and Social Work. Forms of undergraduate and postgraduate study, options for specialized education within the NKS. Current trends. Basic principles and means of speech therapy care - specifics according to individual age categories. The specifics of speech therapy-type school facilities and other institutions focused on NKS. Intervention approaches for people with SEN from the point of view of a special pedagogue - assistant pedagogue. Specific activities, principles, methods and means of intervention (including the development of sensorimotor skills, laterality, respiration and phonation, etc.), professional interdisciplinary and interdepartmental relations and professional competences. Sharing examples of successful and unsuccessful practice. Less traditional, foreign and alternative approaches and methods in NKS therapy ? Elkonin, cognitive training and neurocognitive therapy, neurodevelopmental stimulation, concepts of therapies focused on sensory integration, auditory-stimulation approaches and others. Evidence-based approaches. ? Primary and secondary general symptomatology of NKS in childhood, adolescence and adulthood ? the issue of communication and interaction difficulties resulting from the kinship of developmental learning and behavior disorders with disorders of verbal and non-verbal communication, disorders of attention and activity, etc. Impact of symptoms on the educational process, social communication and relationships . ? The main etiology of NKS and the impact on symptoms in the context of the educational process, the relationship to developmental disorders of intellect, sensory deficits, developmental learning disorders, attention and activity disorders, behavioral and mood disorders and developmental coordination motor disorder (developmental dyspraxia). Genetic links and their impact on the emergence of NKS and the relationship to other developmental disorders, including S(V)PU.
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