Children with Development Disorders and Drama in Education 1

Tutor:

Lenka NOVOTNÁ

Synopsis:

This course is focused on issues of children with learning disabilities. Introducing concepts, features of effective training and education, demonstrating various rehabilitation forms and proper approaches, common goals of Drama training and SPPG in workin with children with learning disabilities.

Prerequisites:

Students are required to have a basic knowledge of issues in working with and approaches to children with learning disabilities. This is a specific presentation of working with children with learning disabilities, a written paper on topics of issues in working with children with learning disabilities.

Study Objectives:

The aim of the course is over the issues of children with learning disabilities, primarily frim the viewpoint of the education process. Particularly activation and investigating ways of meeting up with the uniqueness of a person with a handicap. Expanding the interest and professionalism in the field of rehabilitative methods and approaches.

Outline and Syllabus:

1. Encountering a handicap, handicap

- course content, suggested literature

- personal experience with handicap, perceiving a handicap as uniqueness to a person, Learning disabilities as a handicap? disorder? adaptation?

2. Children with special educational needs - concepts

- limits of fundamental concepts

- creating a model of the restless and unfocused child (primary, secondary indications of a disorder)

- hyperactivity with a view to development and age, causes

3. Features of effective training and education of children with special needs

- teaching through experience - model of Integrated-Topical Instruction based on brain function, instruction programs using „experienced teaching“, Drama training in instruction.

- the education program „Beginning together - Children's friends“

- Integration vs. reverse integration (introducing chidren with the existence of handicap using Drama training

- appropriate and innappropriate social climates.

4. Various forms of rehabilitation of learning disabilities, recommendations - improving conditions

> Schools

- special schools

- integration: IVP (Individual Eduation Plan), parallel instruction, special classes

> PPP (Educational-Psychological Consultation)

- consultation, diagnostics

- relaxation, directing imagination, visualization (potential use of Drama training)

- working with families, instructor+climate in class-video training interaction

- biofeedback, psychowalkman,

- MDS - Good start method

- rehabilitative methods KUPOZ, KUMOT - concentration exercises and strengthening individual areas important for instruction

- pool therapy

- working with music, VV, movement training

- prevention of problematic behaviour in the classroom: how to engage, direct, and maintain attention

- Drug therapy possibilities

5. Common goals of Drama training and SPPG in working with children with learning disabilities

- Drama training as a rehabilitation possibilities

- parcial deficiencies and their rehabilitation via Drama training

- working with stories (known topics, new activities - certainty, diversity)

6. Communication with parents and mutual support

- working with the family

- collaborating with all participating systems

- common projects, cohesive systems devoted to education and training children

Study materials:

ČERNÁ, Marie

1992 Lehké mozkové dysfunkce (Praha: Karolinum - 2. přeprac. vyd.)

DITTRICH, Pavel

1992 Pedagogicko-psychologická diagnostika (Jinočany: H & H)

DOUBKOVÁ, Marcela

2003 Dramatická výchova jako prostředek integrace dětí se specifickou poruchou učení (diplomová práce KVD DAMU)

KOMÁREK, Vladimír

1996-2000 „Mozkové zákulisí“, Tvořivá dramatika VII, 1996, č. 1 - XI, 2000, č. 3

KOVALIK(OVÁ), Susan -OLSEN(OVÁ), Karen D.

1993 ITI: The Model Integrated Thematic Instruction; přel. Jana Nováčková, Integrovaná tematická výuka - model (Kroměříž: Spirála, 1995 - 2. opr. vyd.)

MATĚJČEK, Zdeněk

1995 Dyslexie - specifické poruchy čtení (Jinočany: H & H - 3. upr. a rozš. vyd.)

MUNDEN, Alison-ARCELUS, Jon

1999 ADHD handbook. A handbook for parents and professionals on attention deficit hyperactivity disorder; přel Dagmar Tomková, Poruchy pozornosti a hyperaktivita (Praha: Portál, 2002)

NEŠPOROVÁ, Dana

2000 Integrace dyslektiků a dětí s LMD do normální školy prostřednictvím dramatické výchovy (diplomová práce KVD DAMU)

NOVOTNÁ, Lenka

2001 Dramatická výchova a její přínos v procesu integrace dětí se speciálními vzdělávacími potřebami (diplomová práce KVD DAMU)

POKORNÁ, Věra

1997 Teorie, diagnostika a náprava specifických poruch učení (Praha: Portál)

1998 Cvičení pro děti se specifickými poruchami učení. Rozvoj vnímání a pozorování (Praha: Portál)

PROVAZNÍK, Jaroslav

1991 „Dramatická výchova s dětmi s lehkou mozkovou dysfunkcí“, Tvořivá dramatika II, 1991, č. 4

REIF(OVÁ), Sandra

1993 How to reach & teach ADD/ADHD children; přel. Lenka Staňková, Nesoustředěné a neklidné dítě ve škole. Praktické postupy pro vyučování a výchovu dětí s ADHD (Praha: Portál, 1999)

SELIKOWITZ, Mark

1998 Dyslexia and other learning difficulties; přel. Andrea Civínová, Dyslexie a jiné poruchy učení (Praha: Grada, 2000)

VÁGNEROVÁ, Marie-HADJ-MOUSSOVÁ, Zuzana-ŠTECH, Stanislav

1992 Psychologie handicapu (Praha: Karolinum)

ZELINKOVÁ, Olga

1994 Poruchy učení (Praha: Portál)

Note:

Schedule for winter semester 2009/2010:

The schedule has not yet been prepared

Schedule for summer semester 2009/2010:

The schedule has not yet been prepared

The subject is a part of the following study plans:

• Doporučený magisterský dramatická výchova - dvouleté komb. (compulsory subject)
• Doporučený magisterský dramatická výchova - tříleté komb. (optional subject)