| Course title | Pedagogy and Education of Children with Multiple Disability |
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| Course code | USS/XVVKV |
| Organizational form of instruction | no contact |
| Level of course | Doctoral |
| Year of study | not specified |
| Semester | Winter and summer |
| Number of ECTS credits | 5 |
| 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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The aim of the exam is to focus on student´s knowledge and understanding of all issues presendted in the subject.
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| Learning activities and teaching methods |
| Work with Text (with Book, Textbook) |
| Learning outcomes |
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The aim of the exam is to focus on student´s knowledge and understanding of all issues presendted in the subject.
The outcomes of the subject are based on partial profile of the subject`s absolvent. |
| Prerequisites |
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USS/XXVKV- Pedagogy and Education of children with multiple disabilities 1. Characteristics of Multihandicap (MH). Etiology. Syndromes. 2. Diagnostic approaches. 3. Assisting professions and their role. 4. Theoretical background for education and training of persons with MH. 5. Hearing and vision in combination with other disabilities. 6. Disturbed communication system and some causes and possibilities of compensation. 7. Fundamentals of education of persons with combined disabilities. 8. Indoor conditions for upbringing. External conditions and their possible modifications. 9. Creating concepts. Communication - linguistic and non-linguistic. Construction of communication via alternative routes. 10. Orientation in space and separate movement. Spatial orientation and its development. 11. Family and Institutional care for persons with combined disabilities. 12. Psychology and its position in the pedagogy of people with combined disabilities. 13. IEP Theory of Contemporary Views and Theory. Special educational techniques. Creating an individual plan. 1. HASTINGS. R.P., & OAKFORD, S. (2003). Student teachers' attitudes toward the inclusion of children with special needs. Educational Psychology. page 23, 87-95 2. KAVALE, K.A. (2002). Mainstreaming to full inclusion: From orthogenesis to pathogenesis of an idea. International Journal of Disability, Development, and Education. page 49. 201-214. 3. MCCLELLAND, D.C. (1975). Power: The inner experience. New York: Irvington. of Quality of Life Project Management. Chief Review Services, Canada 2004[online], [cit. 3.4.2007]. Dostupné z:< http://www.dnd.ca/crs/pdfs/qol_e.pdf> 4. RAPEY, M. Quality of Life Research. A Critical Introduction. London: Sage.Review of 5. 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. 6. VERGASON, G. A., ANDEREGG, M. L. (1997). Dictionary of Special Education and Rehabilitation. Denver - Colorado: Love Publishing Copany. ISBN 0-89108-243-3
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| Assessment methods and criteria |
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Oral exam
Fulfilment of subject requirements as stipulated by the teacher |
| 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 (DC18) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC17) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC17) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC16) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC14) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC24-X) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC14) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC15) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC18) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC12) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC15) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC24-XX) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |