The aim of the study subject is to acquire knowledge in the field of theory and practice of special pedagogy. The key task is to provide students with a systematic overview of the basic starting points of special pedagogy, which will enable them to orient themselves within the framework of supporting people with special educational needs on the ground plan of an interdisciplinary approach. After completing the course, students should be able to: 1. to orientate in the conceptual apparatus of special pedagogy; 2. orientate yourself in the classification and structure of the field of special education; 3. to know the development and current concept of the field of special education in connection with historical development (primarily from the second half of the 20th century); 4. to know the basic causes of disability; 5. learn about the possibilities of supporting families of children with special educational needs; 6. orient yourself in the principles of universal design and accessibility of the environment; 7. learn about the possibilities of supporting people with special educational needs within individual departments; 8. define current research trends in the field of special pedagogical propaedeutics in the Czech Republic and abroad. Study literature and study aids: ABELL, M. M., JUNG, E., TAYLOR, M. (2011). Students? perceptions of classroom instructional environments in the context of universal design for learning. Learning Environments Research. pp 171?185. DOI:10.1007/s10984-011-9090-2. BILLINGSLEY, B., BETTINI E. (2019). Special Education Teacher Attrition and Retention: A Review of the Literature. Review of Educational Research. Vol. 89, No. 5, pp. 697?744. DOI: 10.3102/0034654319862495. HAGAMAN, J. L., & CASEY, K. J. Teacher attrition in special education: Perspectives from the field. Teacher Education and Special Education, 41, 277?291. 2018. DOI:10.1177/0888406417725797. FINKOVÁ, D., LANGER, J. a kol. (2014). Determinanty inkluze osob se zdravotním postižením. Olomouc: UP. ISBN: 978-80-244-4303-4. HÁJKOVÁ, V., STRNADOVÁ, I. (2010). Inkluzivní vzdělávání. Praha: Grada. ISBN 978-80-247-3070-7. HANÁKOVÁ, A. a kol. (2012). 1000 pojmů ze speciální pedagogiky. Olomouc: UP. ISBN 978-80-244-3218-2. JEŘÁBKOVÁ, K. a kol. (2013). Komplexní péče o člověka s postižením či znevýhodněním. Olomouc: UP. ISBN 978-80-244-3733-0. JEŘÁBKOVÁ, K. a kol. (2013). Školská integrace žáků se speciálními vzdělávacími potřebami. Olomouc: UP. ISBN 978-80-244-3730-9. KROUPOVÁ, K. a kol. (2016). Slovník speciálněpedagogické terminologie. Praha: Grada. ISBN: 978-80-271-9344-8 LANGER, J. a kol. (2013). Technické pomůcky pro osoby se zdravotním postižením. Olomouc: UP. ISBN 978-80-244-3681-4. LECHTA, V. (ed.). (2016). Inkluzivní pedagogika. Praha: Portál. ISBN 978-80-262-1123-5. LUDÍKOVÁ, L. a kol. (2017). Problematika kvality života osob se speciálními potřebami. Olomouc: UP. ISBN 978-80-244-5270-8. PREISER. W.F.E., SMITH, K.H. (2011). Universal Design Handbook. McGraw-Hill Companies. 2nd Edition. ISBN: 978-0-07-162922-5. MICHALÍK, J. a kol. (2012). Pohledy na inkluzivní vzdělávání zdravotně postižených. Olomouc: UP. ISBN 978-80-244-3372-1. SLOWÍK, J. (2016). Speciální pedagogika. Praha: Grada. 2 vyd. ISBN: 978-80-271-0095-8. ŠMELOVÁ, E., SOURALOVÁ, E., PETROVÁ, A. a kol. (2017). Společenské aspekty inkluze. Olomouc: Univerzita Palackého. 196 s. ISBN 978-80-244-4911-1. VALENTA, M. (ed.) (2014). Přehled speciální pedagogiky: rámcové kompendium oboru. Praha: Portál. ISBN 978-80-262-0602-6. YOUNGS, N., JONES, P., LOW, M. (2011). How Beginning Special and General Education Elementary Teachers Negotiate Role Expectations and Access Professional Resources. Teachers College Record. Volume 113, Number 7. pp. 1506?1540. ISSN: 0161-4681. DOI: 10.1177/016146811111300704.
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