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Last update: Kateřina Esserová, DiS. (24.09.2019)
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Last update: Kateřina Esserová, DiS. (24.09.2019)
Florian, L., Black-Hawkins, K., & Rouse, M. (2017). Achievement and inclusion in schools (Second edition). London: Routledge. Bates, B. (2017). A quick guide to special needs and disabilities. London: Sage Pub. Sotáková, H., & Klusák, M. (2009). Psychology: texts for international students. Praha: Univerzita Karlova v Praze, Pedagogická fakulta.
Additional texts based on particular topics. |
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Last update: PhDr. Hana Sotáková, Ph.D. (09.09.2023)
This is a one-semester module, and is based on tutorials. Lectures will be given only if 6 or more students enroll. In order to obtain credits, students need to complete a semester paper to meet the course requirements. The paper should be either an empirical study based on fieldwork with children with special needs, or a theroretical study comparing the situation in the Czech Republic with that in the student’s country of origin. Students should have a thorough knowledge of the field and an ability to think critically in comparing a variety of approaches. The module is therefore designed as both empirical and theoretical. This module – due to the existence of different modules – will not address in detail children with learning disabilities such as dyslexia. |
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Last update: PhDr. Hana Sotáková, Ph.D. (09.09.2023)
Special Needs Children topics:
1) Learning difficulties In the Czech Republic the most studied area in the field of SEN is probably that of specific learning disorders. This already has its origins in the middle of the last century and during the 1960’s the first classes for children with impaired reading skills were initiated. Currently the long-term trend towards the integration of special-needs children into mainstream schools is carried out on the basis of individual plans. The fulfilment of a special approach to every pupil is often problematical, especially at the secondary school level. But there are still special schools and classes for children with learning and behavioural difficulties. The children who are diagnosed with more pronounced difficulties, which prevent them from coping with learning in a mainstream school, are catered for there.
2) ADHD (Attention deficit/hyperactivity disorder) This disorder is based on neuroevolutional retardation which expresses as an executive functions disorder. Its appearance is mentioned between 2 and 12% (Hort, Hrdlička, Kocourková, Malá a kol., 2000). The main symptoms include: · Cognitive functions disorder (attention disorder, disorder of analysis and synthesis, motivation disorder, executive functions disorder). It practically means such a child is incapable of paying attention to important information, is incapable of systematizing its work, of structuring its leisure time. It has a limited capability of analyzing its behaviour and is not able to fully control itself. The child is not able to carry out a task although it has capability to do so. · Motional-perceptive disorder (hyperactivity with relaxation disability, motional unhandness, visual-motional coordination disorder) · Emotions and affects disorder · Impulsivity Children tend to behave abruptly, regardless of context. The behaviour seems to be unexpected, unpredictable, and chaotic. · Social adaptation problems Children are frustrated by social unsuccessfulness; they try to attract attention by all means. Especially in teen age behavioural disorder may occur – lying, pilferage, drugs and alcohol abuse. Due to its broad appearance, the ADHD can be often recorded in schools with children branded as “problematic”. Similarly as children with learning difficulties, these are integrated into ordinary schools. However, in the 1980’s special buffer classes were established for them which were supposed to meet their needs better (more frequent breaks, working space flexibility, less pupils in class). This trend is coming back in “special classes“. Educational space and situation adjustment is then responsibility of the teacher. It can also be set in an individual education plan.
3) Children with a sensory handicap · Visually handicapped It is possible to talk about specific early development caused by limited or missing visual stimulus with visually handicapped children. The child needs special treatment in order to be able to learn how to replace the deficit part with other senses. In the Czech Republic the children with a light visual handicap are placed into regular primary schools or into special schools based on their parents’ request or a psychologist’s statement. There is a separate category of special schools for visually handicapped or blind ranging from kindergartens to high schools. · Auditory handicapped Auditory handicap, deafness is the second most serious handicap – according to WHO (World Health Organization) – in terms of its impact in daily life. Missing auditory stimuli cause differences in thinking of people and their separation from the social majority.
4) Children with a physical handicap Special schools for children with a physical handicap have a long tradition in the Czech Republic and their forms vary from kindergarten to high schools. The Jedličkův ústav has been in operation since 1913 and its main aim has not changed. It concentrates on creating same opportunities for the handicapped to study. The organization offers barrier free space, special instruments (equipment, software, hardware etc.) Integration into kindergarten and elementary schools is not usual in the Czech Republic, however it is more common with high schools and universities. In elementary schools the integration is very rare and is the result of extraordinary effort made by both parents and a school.
5) Children with intellectual disability Mental retardation is defined as a disability in the development of intellectual capacity of a prenatal or very early aetiology that leads to the reduced functioning capability of an individual within his/her social environment. According to ICD 11 (International Classification of Diseases, 11th revision), on the basis of intelligence tests these individuals reach an IQ of less than 70. However, as stated by Krejčířová (1997), the numerical values of the IQ must be considered only as guidelines. The handicap in cognitive ability of people with mental retardation is often very uneven and a precise IQ value will not be calculated simply through an examination of intelligence. It is necessary to take into account the social and adaptive abilities of children, which may significantly impact their potentialities in the ordinary course of their life. Mental retardation has an impact on the entire socialisation process of a child. In order to involve these children in learning and games increased activity is required on the part of both parents and teachers. It is necessary to adapt the stimuli employed to the understanding of the child.
6) Autism Spectrum Disorder |
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Last update: PhDr. Hana Sotáková, Ph.D. (09.09.2023)
Additional information and study materials can be found here: https://dl1.cuni.cz/course/view.php?id=7396 (students will get the password during the first session). |