| Course title | Diagnostics in special education of persons with physical disability and mobility impairment (including orthopaedic impairment) |
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| Course code | USS/XGDGS |
| 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 defines the diagnostic areas in physical disability education in the context of the age of the diagnosed person and type and degree of mobility impairment. The discipline also defines basic diagnostic situations and diagnostic tools applicable in physical disability education. Focus is also on the basic principles of applicability in the area of educational diagnostics and physical disability education diagnostics. Diagnostics in physical disability education will also be considered as a starting point for planning the educational or rehabilitation process of an individual with mobility impairment in the form of an individual education plan or rehabilitation plan, at the same time it will be described as one of the attributes affecting the quality of social services for individuals with mobility impairment, especially in terms of standard 5 - individual planning. Students also learn about institutions involved in special education - physical disability education diagnostics and their competences in the area of diagnostics and comprehensive rehabilitation of persons with mobility impairment. List of recommended literature and materials: BIGGE, J. - BEST, J., S. - HELLER, K. (2010). Teaching Individuals with Physical or Multiple Disabilities. New York: Macmillan Publishing Copany. ISBN 0-675-21017-8. BOYLE, T. (2007). Computer tools to assist the diagnosis of dyspraxia. Canterbury: University of Kent, DRUMMOND, R. J., JONES, K. J. (2006). Assessment procedures for counselors and helping professionals.Upper Saddle River: Merrill, ISBN 0131707841. HOOD, A. B. (1991). Assessment in counseling: a guide to the use of psychological assessment procedures. Alexandria: American Association for Counseling and Developement. ISBN 1556200749. JANKOVIC, J. et al. (2015). Neurology in Clinical Practice. 7. vyd. Elsevier. ISBN 978-0323287838. KOUBEISSI, M. - NABIL, A. (2017). Epilepsy Board Review. 1. vyd. Springer. ISBN 978-1493967728. LOSARDO, A. (2001). Alternative approches to assessing young children. Baltimore: Brookes Pib. ISBN 1557664986. MITCHELL, D. (2014). What really works in special and inclusive education? 5. vyd. New York: Routledge. MORRISON, T. (1993). Stafft Supervision in Social Care. London: Longman. NORLIN, J. W. (2003). Special Education Dictionary. Horsham: LRP Publication. ISBN 1-57834-002-0. POTTER, P. A., PERRY, A. G., STOCKERT, P., HALL, A. (2012). Fundamentals of Nursing. Missouri: Mosby, ISBN 978-0323079334. REYNOLDS, C. R., FLETCHER-JANZEN, E. (2000). Consise Encyklopedia 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.
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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: - |