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Lecturer(s)
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Mrázová Eva, PaedDr.
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Kroufek Roman, PhDr. Ph.D.
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Course content
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1. Introduction. Requirements for the seminar and credit. 2. The child with mental disabilities in kindergarten. Characteristic features of mental disability, mental disability classification, causes. 3. Activity and activities for the development of sensory perception, fixing spatial orientation, language development, mastery supermarket etc. For children with mental disabilities. 4. The child with a communication disorder. Overview defects. Procedures for the education of children in kindergarten. 5. Child with Autism Spectrum Disorder. Individual autism spectrum disorders. 6. Specific methods of work 7. Structured learning. TEACCH program, augmentative and alternative communication (VOKS, PESC, etc.). 8. Visually impaired child in kindergarten. Overview of visual defects. Terms integration into normal type kindergarten. Types of visual stimulation. 9. Suggestions for activities to develop visual, auditory, tactile perception, spatial orientation. Self-care visually impaired preschoolers. A teaching assistant. 10. Optical compensation aids. 11. Hearing-impaired child in kindergarten. Terms integration. General principles in the education of a child with hearing impaired in kindergarten. 12. Overview of the assistive devices. Alternative modes of communication. Exercises for developing hearing loss. Developing aural speech. 13. Educational PC programs.
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Learning activities and teaching methods
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unspecified
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Learning outcomes
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This subject provides baseline information about mental retardation, autism spectrum disorders, the visual and auditory disabilities. Information include characteristics of disability, causes of disability and the possible consequences for the further development of the child. Through the course, the student learn the basic amount of knowledge about methods, forms and recommendations, which can be used in the integrated education of children with disabilities in kindergarten. On the basis of acquired skills, students are able to effectively approach the work with these children based on the characteristics of visual or hearing impairment child.
On the basis of acquired skills, students are able based on the characteristics of visual or hearing impairment child effectively approach the work with these children.
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Prerequisites
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The subject requires no specific prerequisites.
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Assessment methods and criteria
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unspecified
Student elaborated and submitted by the agreed deadline paper (case reports of children with mental or sensory disabilities). Areas for the test correspond to the course content Working with disabled children and I work with disabled children II. Educational support available from: https://moodle.pf.ujep.cz/course/view.php?id=541 Guest access; password - host
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Recommended literature
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JANOTOVÁ, N. Reedukace sluchu sluchově postižených dětí v předškolním věku.. Praha: Septima, 1994.
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KEBLOVÁ, A. Integrované vzdělávání dětí se zrakovým postižením.. Praha: Septima, 1996.
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KVĚTOŇOVÁ-ŠVECOVÁ, L. Edukace dětí se speciálními potřebami v raném a předškolním věku. Brno: Paido, 2004. ISBN 80-7315-063-8.
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LECHTA, V. Základy inkluzivní pedagogiky.. Praha: Portál, 2010. ISBN 978-80-7367-679-7.
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PULDA, M. Surdopedie se zaměřením na raný a předškolní věk. Brno: MU, 1994.
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ŠVARCOVÁ, I. Mentální retardace - vzdělávání, výchova, sociální péče.. Praha: Portál, 2001.
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THOROVÁ, K. Vývojová psychologie: proměny lidské psychiky od početí po smrt. Praha: Portál, 2015. ISBN 978-80-262-0714-6. 2015. ISBN 978-80-262-0714-6.
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