| Course title | Specific (developmental) learning disorders |
|---|---|
| Course code | USS/XGSPU |
| 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 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: BHATNAGAR, S. C. (2008) Neuroscience for the study of Communicative Disorders. 2nd ed. ISBN 0-7817-2346-9.
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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: - |