The aim of the course is a comprehensive and detailed insight, analysis and comparison of the concept of developmental learning disorders (dyslexia, dysgraphia, dysorthography, dyscalculia and other related groups of disorders) in the context of contemporary and historically based scientific and research findings from the field of special education with the application of neurological, psychological, linguistic and with direct continuous reflection into modern educational approaches. The content of the subject will be a critical analysis and comparison of views on terminology and classification (following the ICD and ICD WHO and DSM APA classification), incidence, etiology, symptomatology, diagnosis, intervention, prevention and prognosis of specific developmental learning disorders, including the legislative anchoring of education and intervention , the use of modern instrumental and didactic materials and aids and ICT technologies with an emphasis on critical analysis of the scientific results of the effectiveness of their use. The subject also includes the issue of the scientific discourse of the concept of so-called non-verbal learning disorders affecting many other forms of impairment (practice disorders, hyperlexia, etc.) and the continuous transformation of primary symptoms of specifically impaired speech development (developmental dysphasia) or phonetic-phonological disorders, links on the issue of neurodevelopmental disorders or behavioral and emotional disorders (ADD, ADHD, PAS and others), developmental coordination disorders, etc. The so-called pseudo-learning disorders will also not be forgotten. Special attention will be paid to interdisciplinary relations and the specification of the position of special pedagogy at individual developmental levels (cooperation with speech therapists, neurologists, paediatricians, pedagogues at the pre-primary, primary, secondary and tertiary levels of education), during which symptoms of partial function deficits may be manifested or directly developmental learning disabilities. Great emphasis will be placed on the comparison of domestic scientific and research approaches with foreign concepts and on respecting developmental specifics in individual age periods. After completing the course, the student will be able to apply the acquired knowledge relevantly in his scientific research and development activities and within the scientific debate on this topic in an international context. List of recommended literature and materials: ACHUTINA, T. V., PYLAJEVA, N. M. (2015). Overcoming learning disabilities: a Vygotskian-Lurian neuropsychological approach. First paperback edition. Cambridge: Cambridge University Press, xii, 305 stran. ISBN 978-1-107-53165-9. ALFONSO, V. C., FLANAGAN, D. P. (2018). Essentials of Specific Learning Disability Identification. Second edition. Hoboken, NJ: Wiley. Second edition. (Essentials of Psychological Assessment). ISBN: 9780470587607. BAUER, A. M., KEEFE, CH. H., SHEA, T. M. (2001). Students with Learning Disabilities or Emotional/Behavioral Disorders. New Jersey: Prentice Hall. ISBN 0-13-021225-3. BHATNAGAR, S. C. (2008). Neuroscience for the study of Communicative Disorders. 2nd ed. ISBN 0-7817-2346-9. BROOKES, G. (2007). Dyspraxia. 2nd ed. London: Continuum, x. The SEN series. Education. ISBN 978-0-8264-9235-7. JENA, S. P. K. (2013). Learning disability: theory to practice. Los Angeles: SAGE, xxii. ISBN 978-81-321-0969-3. KOCH, C. (2019) Clinical Management of Speech Sound Disorders. Burlington, Massachusetts: Jones & Bartlett Learning. ISBN: 9781284036916. VALENTA, M.; KREJČOVÁ, L.; HLEBOVÁ, B. (2019). Znevýhodněný žák: Deficity dílčích funkcí a oslabení kognitivního výkonu. Praha: Grada, ISBN 9788027106219.
|