USPQP011 Therapeutic Methods in Special Education

Faculty of Public Policies in Opava
Winter 2024
Extent and Intensity
0/26/0. 3 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. Šárka Honová, Ph.D. (seminar tutor)
Guaranteed by
Mgr. Kateřina Janků, Ph.D.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: doc. Mgr. Eva Zezulková, Ph.D.
Timetable of Seminar Groups
USPQP011/A: Tue 8. 10. 12:15–18:50 C306, Fri 1. 11. 12:15–18:50 C209, Tue 5. 11. 12:15–18:50 C306, Š. Honová
Prerequisites (in Czech)
FAKULTA(FVP) && TYP_STUDIA(N) && FORMA(P) && ROCNIK(2)
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 the subject is to introduce the student to the issue of working with therapies and therapeutic and activation techniques within the framework of the education of pupils in a special primary school. Specifically, the student will become familiar with theoretical concepts that are suitable for work with the target group and the integration of these therapeutic activities into school educational programs that fulfill certain key competencies. In this way, the student is prepared to provide therapeutic activities for students with severe disabilities with multiple defects and more severe degrees of mental disability.
Learning outcomes
Expertise:
- the student is able to define and theoretically define therapies in special pedagogy towards a selected group of pupils with special educational needs (with more severe mental disabilities and simultaneous disabilities with multiple disabilities)
- the student characterizes the goals and methods of selected therapeutic and activation methods
- the student will explain the importance of using therapies in the environment of a special elementary school
- the student knows the specifics of the selected group of pupils and defines their special educational needs
- the student can characterize selected therapies and assign them to specific areas of student development
- the student orients himself in the topics of sensorimotor, psychomotor, and sociomotor development of students with severe disabilities
Professional skills:
- the student can apply specific therapeutic methods or approaches in working with specific students
- the student can adapt the therapy to the educational process at school and integrate it into certain educational areas
- the student can use the support of therapeutic methods towards the development of the key competences of pupils
- the student applies therapies and therapeutic techniques in an individual way
General knowledge:
- the student knows the essence and purpose of therapies and therapeutic methods used in special education practice
- the student can assess the individual use of therapies and therapeutic methods according to the type and degree of disability, according to the situation
- the student can identify the pupil's special educational needs and include adequate approaches, procedures and strategies in education
Syllabus
  • 1. Definition and definition of therapeutic methods, therapies and activation approach in special pedagogy
  • 2. The aim, purpose and essence of the use of therapeutic methods in connection with a selected group of pupils with special educational needs - pupils with a more severe degree of mental disability and pupils with simultaneous disabilities with multiple disabilities
  • 3. The process and phase of therapies, the organization of the use of therapies in a special primary school in connection with the Framework educational program for the field of education in a special primary school
  • 4. Selected focus of interventions and therapies on the development of psychomotor, sensorimotor and sociomotor skills
  • 5. Selected concepts of therapies specifically used in special elementary school - holistic music therapy
  • 6. Selected concepts of therapies specifically used in special elementary schools - Snoezelen, multisensory stimulation
  • 7. Selected concepts of therapies specifically used in special elementary schools – art therapy, ergotherapy and occupational therapy
  • 8. Selected concepts of therapies specifically used in special elementary schools – Vojt's method, Bobath concept, Veronika Sherborne's method, etc.
  • 9. Selected other current concepts of therapies and activations according to the current situation and trends
  • 10. Case study analysis of the use of selected therapy
  • 11. Case study analysis of the use of selected therapy
  • 12. Repetitorium of the curriculum
Literature
    required literature
  • ADAMUS, P. Vzdělávání žáků s kombinovaným postižením. Ostrava: Ostravská univerzita, 2017. ISBN 978-80-7464-975-2.
  • JANKŮ, K. Terapie ve speciální pedagogice – základy a obecná vymezení. Ostrava: Ostravská univerzita, 2013. ISBN 978-80-7464-280-7.
  • JANKŮ, K. Terapie ve speciální pedagogice – zaměření na osoby s těžkým postižením. Ostrava: Ostravská univerzita, 2013. ISBN 978-80-7464-326-2.
  • MÜLLER, O. a kol. Terapie ve speciální pedagogice. Olomouc: Univerzita Palackého, 2014. ISBN 978-80-247-4172-7.
  • JANKŮ, K. Podpora vzdělávání dětí a žáků s kombinovaným postižením v Moravskoslezském kraji. Ostrava: Ostravská univerzita, 2019. ISBN 978-80-7599-156-0.
    recommended literature
  • BENÍČKOVÁ, M. Muzikoterapie a edukace. Praha: Grada, 2017. ISBN 978-80-247-4238-0.
  • JANKŮ, K., HARČARÍKOVÁ, T. Multidimenzionalita tělesného postižení z pohledu komplexní rehabilitační péče. Ostrava: Oftis, 2016. ISBN 978-80-7464-886-1.
  • KANTOR, J. a kol. Kreativní přístupy v rehabilitaci osob s těžkým kombinovaným postižením. Olomouc: Univerzita Palackého, 2014. ISBN 978-80244-4358-4.
  • OSVALDOVÁ, M. Muzikoterapia jako intervenčný dynamizmus u osob s postihnutím. Bratislava: IRIS, 2015. ISBN 978-80-89726-49-3.
  • WAMPOLD, B. E. The Great Psychotherapy Debate. London: Routledge, 2015. ISBN 978-0805-857-085.
    not specified
  • JANKŮ, K. Terapie ve speciální pedagogice. Základy a obecná vymezení. Ostrava, Pedagogická fakulta OU, 2013. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.
  • JANKŮ, K. Snoezelen v teorii, v praxi a ve výzkumu. Opava: Slezská univerzita v Opavě, 2018. ISBN 978-80-7510-335-2.
  • HÁJKOVÁ, V. a kol. Bazální stimulace, aktivace a komunikace v edukaci žáků s kombinovaným postižením. Praha: Somatopedická společnost, o.s., 2009. ISBN 978-80-904464-0-3.
  • OPATŘILOVÁ, D. Edukace osob s těžkým postižením a souběžným postižením více vadami. Brno: Masarykova univerzita, 2013. ISBN 978-80-210-6221-4.
  • OPATŘILOVÁ, D. Metody práce u jedinců s těžkým postižením a více vadami. Brno: Masarykova univerzita, 2005. ISBN 978-80-210-3819-5.
  • OŠLEJŠKOVÁ, H., VÍTKOVÁ, M. et al. Východiska, podmínky a strategie ve vzdělávání žáků s těžkým postižením na základní škole speciální. Brno: Masarykova univerzita, 2014. ISBN 978-80-210-6673-1.
  • JANKŮ, K. Terapie ve speciální pedagogice. In E-learning kurz pro studenty studijního programu Speciální pedagogika Fakulty veřejných politik v Opavě. Opava: Slezská univerzita v Opavě.
Assessment methods
Semester work: Portfolio of selected therapeutic activities suitable for use in a special elementary school. Submission of the portfolio and its positive assessment is a condition for credit.
Language of instruction
Czech
Further Comments
Study Materials
The course can also be completed outside the examination period.
The course is also listed under the following terms Accreditation winter.
  • Enrolment Statistics (recent)
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