UPPVMK025 Special Educational Diagnostics

Faculty of Public Policies in Opava
Winter 2022
Extent and Intensity
12/0/0. 5 credit(s). Type of Completion: zk (examination).
Teacher(s)
PhDr. Mgr. Jan Viktorin, Ph.D. (lecturer)
Guaranteed by
doc. Mgr. Eva Zezulková, Ph.D.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: PhDr. Mgr. Jan Viktorin, Ph.D.
Timetable
Fri 30. 9. 10:35–13:00 C303, Fri 7. 10. 10:35–13:00 C303, Fri 4. 11. 10:35–13:00 C303, Fri 18. 11. 13:55–16:20 C303
Prerequisites (in Czech)
FAKULTA(FVP) && TYP_STUDIA(B) && FORMA(K)
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The aim of this compulsory course is to introduce the student to the current concept of special pedagogical diagnostics, as an important and essential tool of intervention activities of a special pedagogue. Special pedagogical diagnostics is a part of intervention activities and it is also supported by the counseling process, the examination of which is also a part of the given subject. The course includes not only theoretical principles and information about current diagnostic strategies in special education and counseling, but also knowledge about practice.
Learning outcomes
Expertise:
- the student is able to characterize special pedagogical diagnostics in a broader and narrower context of their contents
- the student is familiar with the terms used by special pedagogical diagnostics
- the student is able to outline diagnostic tools and materials in the general special pedagogical level and individual disciplines of special pedagogy
- the student is familiar with the current professional literature related to diagnostics and diagnostic materials
- the student knows the essence of establishing special diagnostic-type workplaces in the Czech Republic
Professional skills:
- the student is able to use orientation diagnostic methods and procedures
- the student analyzes the situation of a person with disability within diagnostic processes
- the student is able to use and apply some diagnostic methods
- the student is able to purposefully apply such work procedures that lead to a correct grasp of the situation of a person with disability
General competences:
- the student is able to apply knowledge from the field and its sub-disciplines, as well as from helping professions for a properly conducted diagnostic (orientation, input, output) process
- student applies modifications of special pedagogical diagnostic methods
- the student evaluates a special pedagogical intervention on the basis of correctly performed diagnostics
Syllabus
  • 1. Introduction to issues, terminological apparatus, special pedagogical intervention.
  • 2. Special pedagogical diagnostics: definition, meaning, principles, requirements, classification.
  • 3. Diagnostic methods and techniques, typology, administration, multidisciplinary cooperation.
  • 4. General diagnostic methods (anamnesis, catamnesis).
  • 5. Special diagnostic methods, overview, characteristics.
  • 6. Observation, principles, principles, administration.
  • 7. Diagnostic interview, principles, principles, administration.
  • 8. Test methods, examples, administration.
  • 9. Case study, portfolio, concept, principles.
  • 10. Diagnostic methods in the context of individual abilities in people with disabilities.
  • 11. Diagnostic situations.
  • 12. Diagnostic process as a starting point for stimulation program planning.
Literature
    required literature
  • KALEJA, M., ZEZULKOVÁ, E. The Context of Special Educational Needs of Selected Pupils in Primary Education. Ostrava: University of Ostrava, 2012. ISBN 978-80-7464-171-8.
  • KASTELOVÁ, A., NÉMETH, O. Základy špeciálnopedagogickej diagnostiky a základy špeciálnopedagogického poradenstva. Bratislava: IRIS, 2014. ISBN 978-80-89726-01-1.
  • VAŠEK, Š. Špeciálnopedagogická diagnostika. Bratislava: Sapientia, 2004. ISBN 80-08-02056-3.
  • PŘINOSILOVÁ, D. Diagnostika ve speciální pedagogice. Brno: Paido, 2007. ISBN 978-80-7315-157-7.
  • SVOBODA, M., KREJČÍŘOVÁ, D., VÁGNEROVÁ, M. Psychodiagnostika dětí a dospívajících. Praha: Portál, 2001. ISBN 80-7178-545-8.
  • VALENTA, M. a kol. Přehled speciální pedagogiky. Rámcové kompendium oboru. Praha: Portál, 2014. ISBN 978-80-262-0602-6.
    recommended literature
  • BASSOT, B. The Reflective Practice Guide. Routledge, 2016. ISBN 978-1138784307.
  • CHVÁTALOVÁ, H. Jak se žije dětem s postižením. Praha: Portál, 2001. ISBN 978-80-262-0054-3.
  • KASTELOVÁ, A. Diagnostika v špeciálnopedagogickom poradenstve. Bratislava: IRIS, 2014. ISBN 978-80-89726-09-7.
  • LEČBYCH, M. Rorschachova metoda. Integrativní přístup. Praha: Grada publishing, 2016. ISBN 978-80-247-5834-3.
  • VALENTA, M. a kol. Katalog posuzování míry speciálních vzdělávacích potřeb. Část II. Diagnostické domény pro žáky s mentálním postižením. Olomouc: Univerzita Palackého, 2012. ISBN 978-80-244-3055-3.
    not specified
  • NOVOSAD, L. Poradenství pro osoby se zdravotním a sociálním znevýhodněním. Praha: Portál, 2009. ISBN 978-80-7367-509-7.
  • ŘÍČAN, P., KREJČÍŘOVÁ, D. a kol. Dětská klinická psychologie. Praha: Avicenum, 1997. ISBN 80-7169-512-2.
  • SVOBODA, M. Psychologická diagnostika dospělých. Praha: Portál, 2010. ISBN 978-80-7367-706-0.
  • VÁGNEROVÁ, M. Vývoj dětské kresby a její diagnostické využití. Praha: Raabe, 2017. ISBN 978-80-7496-333-9.
  • VIKTORIN, J. Speciálněpedagogická diagnostika. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.
Assessment methods
Elaboration of the assigned task. Successful completion of the oral exam according to evaluation indicators.
Language of instruction
Czech
Further comments (probably available only in Czech)
The course can also be completed outside the examination period.
Teacher's information
In course of continuous study, students use the study material, processing it to fulfil selected correspondence assignments which will be discussed in conclusion of the course. At the exam, students demonstrate knowledge of compulsory literature and lectures of the in-person instruction. Students will be able to continuously consult the topics studied individually or in teams, via e-mail, or in consultations upon request.
The course is also listed under the following terms Winter 2019, Accreditation winter, Winter 2023, Winter 2024.
  • Enrolment Statistics (Winter 2022, recent)
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