modelo de guías docentes - Universidad Católica de Valencia

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1
Course Guide
Code PCA-27-F-01-Ed.00
ATTENTION TO STUDENTS WITH SPECIFIC NEEDS IN
EDUCATIONAL SUPPORT
Field
Learning Difficulties and Development Disorders
Degree of Teacher Preschool Education
Universidad Católica de Valencia
Year 2016-17
Universidad Católica de Valencia “San Vicente Mártir”
2
Course Guide
COURSE GUIDE OF THE SUBJECT
ECTS
Subject: Attention to students with specific needs of educational
support
6
Field: Learning difficulties and development disorders
18
Module: Learning and personality development
36
Type of learning 1: Basic learning
YEAR: 3º
Semester: 1º
Teachers:
Department:
Inclusive Education, SocialCommunity Development and
Occupational Sciences.
E-mail:
Diego Navarro
Consuelo Cerdá
Lucía Alonso
Paz Calatayud
Ana Casino
Mati Chisvert
Carmen Gómez
Teresa Gómez
Raquel Ibáñez
Elena López
Carmen Rico
Amparo Salcedo
Pedro Senabre
Ángela Serrano
Carmen Solís
[email protected],
[email protected],
[email protected],
[email protected],
[email protected],
[email protected],
[email protected],
[email protected],
[email protected]
[email protected],
[email protected],
[email protected],
[email protected],
[email protected],
MODULE ORGANIZATION
____________________________________________________________________________
Learning and personality development
36 ECTS
Fields and Subjects
1
Basic learning (common subject), Compulsory subjects, Optional subjects, External practices, Grade final project.
3
Course Guide
Field
Educational
processes, learning
and personality
development
Learning difficulties
and developmental
disorders
ECTS
18
18
ECTS
Year/
Semester
Developmental psychology
6
1/1
Educational psychology
6
2/1
Language development psychology
6
1/2
Specific needs of educational support
6
2/2
6
3/1
6
3/2
SUBJECT
Attention to students with specific
needs of educational support
Specific learning difficulties
COURSE GUIDE FOR SUBJECT
ATTENTION TO STUDENTS WITH SPECIFIC NEEDS OF
EDUCATIONAL SUPPORT
Prerequisites: None
GENERAL GOALS
To study means and resources available to give answer from the educational centre to student
diversity, in collaboration with the families and education agents involved.
GENERAL COMPETENCES
Competence
measuring scales
1
2
3
4
X
CG-3 Designing and regulating learning spaces inclusive of diversity addressing
gender equality, equity and respect for human rights which constitute the values
of a citizen's education
X
CG-4 To promote coexistence in the classroom and outside; to solve disciplinary
problems and contribute to their solution peacefully.
X
CG-9 To know about and analyze the organization of Preschool Education
Centres and the diversity of actions and strategies in its running. Assume that the
exercise of the teaching profession has to be refined and adapted to scientific,
educational and social throughout life changes. and strategies comprising
operation.
CG-10 Act as guiding parents in relation to family education in the period 0-6 and
master social skills in dealing with family and relationship of each student and
whole families.
CG-11 Reflect on classroom practices to innovate and improve teaching. Acquire
habits and skills for independent and cooperative learning and promote it in
students.
CG-12 Understanding the role, possibilities and limits of education in today's
society and the current powers that affect the schools of Education and its
professionals. Knowing models of quality improvement with application to schools.
X
X
X
X
4
Course Guide
SPECIFIC COMPETENCES
1
2
3
4
E13 Understanding the processes of learning and education for children in the family,
social and school areas.
X
E16 Reconocer la identidad de la etapa y sus características cognitivas, comunicativas,
sociales, afectivas y psicomotoras como base fundamentales en el desarrollo de
capacidades y aprendizajes escolares.
X
E17 know the main evolutionary aspects of this period in order to detect developmental
difficulties and educational needs.
X
LEARNING OUTCOMES
COMPETENCES
R2 The student identifies specific materials and can adapt and
analyze materials and didactic resources attending to the singularity of
every pupil.
CG-3, CG-9, E-13, E-17
R3 The student knows how to apply the methodologies and specific
techniques of intervention more suitable to each situation of teaching
– learning.
CG-3, CG-4, CG-11, E-16, E-17
R4 The student detects the possible specific needs of educational
support not diagnosed.
CG-3, CG-10, E-16, E-17
R5 The student knows the procedure, attending to current
legislation, to ask the orientation team for the identification and
concretion of the specific needs of educational support, the modality
of education most suitable in every case and the authorization to adopt
extraordinary measures.
CG-3, CG-9, CG-10, CG-12, E13, E-16
R6 The student handles the organizational aspects of the classroom
to attend properly to the singular needs students
CG-3, CG-9, CG-11, E-13, E-16
R7 The student has criteria to take decisions suitable for the design
and execution of curriculum adaptations.
CG-3, CG-10, CG-11, E-13, E16, E-17
R8 The student solves practical cases, individually and in group,
related to the contents of the subject.
CG-3, CG-10, CG-11, E-13, E16, E-17
R13 The student knows the legal aspects of the educational system
and the current legislation that regulates the means, instruments and
resources on which the teacher relies to attend the specific needs of
educational support
R14 The student analyzes the variables that take part in the socialaffective development of the student with specific needs of
educational support, to be able to guide the families and work in close
collaboration with them, with other involved agents.
CG-3, CG-9, CG-12, E-16, E-17
CG-3, CG-10, E-13, E-16, E-17
5
Course Guide
R15 The student distinguishes the different types of curriculum
adaptations, who is the person in charge of designing and carry them
out and the official documents that have been created for that.
CG-3, CG-9, CG-11, E-13
R16 The student observes situations of coexistence in the
classroom, identifies variables and analyzes with critical mind and/or
applies suitable techniques of intervention aimed at its resolution.
CG-3, CG-4, CG-10. CG-12, E16
ON-CAMPUS EDUCATIONAL ACTIVITIES
ACTIVITY
ON-CAMPUS CLASS
PRACTICAL CLASSES
Teaching-Learning
Methodology
Relationship with
Learning
Outcomes for the
subject
ECTS
Teacher presentation of contents,
analysis
of
competences,
explanation and in-class display of
skills, abilities and knowledge.
R2 R3 R5 R6 R7 R13
R15
1.1
Group work sessions supervised by
the professor. Case studies,
diagnostic tests, problems, field
work, computer room, visits, data
search, libraries, on-line, Internet,
etc.
R2 R3 R5 R6 R7 R8
R13 R14 R16
0.2
Meaningful
construction
of
knowledge through interaction and
student activity.
LABORATORY
SEMINAR
TEAM WORKS
PRESENTATIONS
TUTORING
Activities carried out in spaces with
specialized equipment.
--
0
Supervised monographic
sessions with shared
participation
--
0
Application of interdisciplinary
knowledge.
Personalized and small group
attention. Period of instruction
and/or orientation carried out by a
R2 R3 R6 R8 R14 R16
0.2
R3 R6 R8 R13 R14 R16
0.7
6
Course Guide
tutor for the purpose of reviewing
and discussing the materials and
topics presented in lectures,
seminars, readings, writing papers,
etc.
ASSESSMENT
Group of oral and/or written tests
used during initial, formative or
additive assessment.
R2 R3 R5 R6 R7 R8
R13 R14 R15 R16
Total
0.2
(2,4*)
INDEPENDENT WORK EDUCATIONAL ACTIVITIES OF THE STUDENT
ACTIVITY
TEAM WORK
INDEPENDENT WORK
Teaching-Learning
Methodology
Preparation in groups of students
of readings, essays, problem
solving,
seminars,
papers,
reports, etc. to be presented or
submitted in theoretical lectures,
practical and/or small-group
tutoring sessions.
Work done on the university's
platform
www.plataforma.ucv.es).
Student
study:
Individual
preparation of
readings, essays, problem
solving, seminars, papers,
reports, etc. to be presented
or submitted in theoretical
lectures, practical and/or
small-group tutoring sessions.
Relationship of
Course with
Learning Outcomes
R2 R3 R7 R8 R16
ECTS
1
R2 R3 R5 R7 R8 R13 R15
R16
2.6
Work done on the university
e-learning platform
( www.plataforma.ucv.es )
Total
(3,6*)
7
Course Guide
SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES
AND ASSESSMENT SYSTEM
Assessment Tool
LEARNING OUTCOMES ASSESSED
Allocated
Percentage
Written Tests
R3, R5, R6, R7, R8, R9, R10, R11, R13, R14, R15, R16
40%
Case analysis
R3, R5, R6, R7, R8, R9, R10, R11, R13, R14, R15, R16
10%
Team Work
20% oral
presentation
5% monitoring and
control
5% participation in
the activities
R3, R6, R8, R11, R14, R16
25%
10%
R3, R5, R6, R7, R8, R9, R10, R11,
Preparation case
R13, R14, R15, R16
analysis
Attendance and
15%
R3, R5, R6, R7, R8, R10, R11, R12, R13, R14, R15, R16
participation in the
activities
Criterion of concession of the Mention of Distinction: From the obtaining of 9 on and providing
that the obtained result is a consequence of an excellent academic progress together with an effort and
interest for the subject.
Comments:
In order to sum up percentages is essential to pass each and every one of the assessment tools. Failure to
follow the rules and deadlines for the completion of academic activities invalidate the note.
8
Course Guide
DESCRIPTION OF CONTENTS
COMPETENCES
Organization in contents blocks or thematic groups.
Development of contents in didactic guides.
(Indicate, numerically, the
related competences)
1. Conceptual
framework,
framework.
models,
key
Historical
concepts
evolution,
and
legal
intervention
principles.
2. Ordinary and extraordinary means and resources to assist
the specific needs of these students in the school framework.
Detection and identification of student’s needs, schooling,
curriculum adaptations and personal resources.
3. Family and social aspects. Impact on the family and on the
social area of the student with special educational needs and
general intervention lines. Psycho-social relations in the
class, assessment and intervention in the psycho-social
level. Ways of grouping and cooperative learning. Schools
as ‘learning communities’.
4. Intervention techniques in the classroom. Behaviour
modifications.
9
Course Guide
BIBLIOGRAPHY
Ainscow, M. (2001). Necesidades especiales en el aula. Madrid: Narcea.
Ainscow, M. (2004). Desarrollo de escuelas inclusivas. Ideas, propuestas y experiencias
para mejorar las instituciones escolares. Madrid: Narcea.
Alegre, O. M. (2000). Diversidad humana y educación. Archidona: Aljibe.
Arnaiz, P. (2003). Educación inclusiva una escuela para todos. Archidona (Málaga):
Aljibe.
Aubert, A., Flecha, A., García, C., Flecha, R. y Racionero S. (2008). Aprendizaje
dialógico en la sociedad de la información. Barcelona: Hipatía Editorial.
Cardona, M. C. (2006). Diversidad y Educación Inclusiva. Madrid: Pearson.
Carrión, J. J. (2001). Integración escolar: ¿Plataforma para una escuela inclusiva?
Archidona: Aljibe.
Castejón, J. L. y Navas, L. (2007). Unas bases psicológicas de la Educación Especial.
Alicante: Editorial Club Universitario.
Cerdá, M. C. (1990). Niños con necesidades educativas especiales. Bases
conceptuales, diagnósticas y de tratamiento. Valencia: Promolibro.
Cerdá, M. C. (2011). Orientaciones prácticas de atención educativa. Valencia: Tirant
Humanidades.
Cerdá, M. C. e Iyanga, A. (2015). El niño salvaje y la educación. Valencia: Tirant
Humanidades.
Cerdá, C. e Iyanga, A. (2016). La educación inclusiva durante el movimiento de la
Escuela Nueva. Valencia: Tirant lo Blanch.
Consejo Pontificio para la Familia (2000). La familia y la integración del minusválido
en la infancia y en la adolescencia. Madrid: Palabra.
Die, L. (2012). Aprendiendo a ser iguales: manual de educación intercultural. Valencia:
CeiMigra.
10
Course Guide
Elboj, C., Puigdellívol, I., Soler, M. y Valls, R. M. (2002). Comunidades de aprendizaje.
Transformar la educación. Barcelona: Graó.
Essomba, M. A. (Coord.) (2006). Liderar escuelas interculturales e inclusivas: equipos
directivos y profesorado ante la diversidad cultural y la inmigración. Barcelona:
Graó.
Gervilla, Á. (2008). Familia y educación familiar: conceptos clave, situación actual y
valores. Madrid: Narcea.
González, E. (2007). Necesidades educativas específicas: intervención psicoeducativa.
Madrid: CCS.
González, R. (2011). Alumnado en situación de riesgo social. Barcelona: Graó.
Gutiérrez, M. J. (2005). La atención a la diversidad y las necesidades educativas
especiales. Santander: ANPE.
Labrador, F. J. (2008). Técnicas de modificación de conducta. Madrid: Pirámide.
Labrador, J. F., Cruzado, J. A. y Muñoz, M. (2006). Manual de técnicas de modificación
y terapia de conducta. Madrid: Pirámide.
López, M. (2006). La dignificación del alumnado con necesidades educativas
especiales. Granada: Grupo Editorial Universitario.
López, M. y Carbonell, R. (2005). La integración educativa y social. Ariel: Barcelona.
López, M., López, M. y Llorent, V. J. (coords.) (2009). La discapacidad: aspectos
educativos y sociales. Archidona: Aljibe.
Macarulla, I. y Saiz, M. (Coord.) (2009). Buenas prácticas de escuela inclusiva: la
inclusión de alumnado con discapacidad: un reto, una necesidad. Barcelona:
Graó.
Meijer, C., Soriano, V. y Watkins, A. (2003). Necesidades educativas especiales en
Europa. Odense (Dinamarca): Agencia Europea para el Desarrollo de la
Educación Especial.
Paula, I. (2003). Educación Especial. Técnicas de intervención. Madrid: McGraw Hill.
Porras, A. J. (2011). Aproximación al alumnado con necesidades especiales de apoyo
educativo. Madrid: Visión Libros.
11
Course Guide
Racionero, S., Ortega, S., García, R. y Flecha, R. (2012). Aprendiendo contigo.
Barcelona: Hipatía Editorial.
Salvador, F. (Dir.) (2001). Enciclopedia psicopedagógica de necesidades educativas
especiales, Vol. I y II. Archidona: Aljibe.
Sánchez, A. (1997). Estrategias de trabajo intelectual para la atención a la diversidad.
Perspectiva didáctica. Málaga: Aljibe.
Sánchez, A. (2000). Educación especial, respuesta a las necesidades educativas
especiales desde la diversidad. Almeria: Servicio de Publicaciones de la
Universidad de Almería.
Sánchez, J. F., Botías, F. e Higueras, A. M. (2001). Supuestos prácticos en educación
especial. Bilbao: Escuela Española-CISS Praxis.
Sánchez, A. y Torres, J. A. (2004). Educación Especial. Centros educativos y profesores
ante la diversidad. Madrid: Pirámide.
Soriano, M. (2006). Dificultades en el aprendizaje. Granada: Grupo Editorial
Universitario.
HEMEROTECA. REVISTAS.
AULA de innovación educativa.
BARCELONA: Graó.
BOLETÍN DEL REAL PATRONATO.
MADRID: Real Patronato de prevención y de atención a personas con minusvalía.
CUADERNOS DE PEDAGOGÍA.
BARCELONA: Praxis.
EDETANIA. Estudios y propuestas de educación.
GODELLA: Edetania Ediciones.
INFANCIA Y APRENDIZAJE, Journal for the study of education and development.
SALAMANCA: Fundación Infancia y Aprendizaje.
MAGISTERIO. Comunidad Valenciana.
MADRID: M&M.
12
Course Guide
REVISTA DE EDUCACIÓN ESPECIAL
MALAGA: Aljibe.
Revista de CIENCIAS de la EDUCACIÓN.
MADRID: INSTITUTO CALASANZ.
Enlace al término “EDUCACIÓN ESPECIAL” en búsqueda de artículos en Biblioteca
UCV: https://www.ucv.es/alexandria/rev_iniarticulo.aspx.
WEBGRAFÍA
Guía informativa para las familias. Generalitat Valenciana.
http://www.edu.gva.es/abc/guiafamilia/docs/guia_familia_val.pdf
(Castellano).
http://www.edu.gva.es/abc/guiafamilia/docs/guia_familia_val.pdf
(Valencià).
Educación Especial – GVA
http://www.edu.gva.es/ocd/areacd/es/plan/esp/index.htm.
Atención a las diferencias individuales – GVA
http://www.edu.gva.es/ocd/areaord/es/atdiversidad.htm.
CERMI – Portal (Comité Español de Representantes de Personas con Discapacidad)
http://www.cermi.es/es-ES/Paginas/Portada.aspx.
REAL PATRONATO SOBRE DISCAPACIDAD – Gobierno de España
http://www.rpd.es/.
Educación Inclusiva en el Sistema Educativo Español – MEC
http://www.educacion.gob.es/educacion/sistema-educativo/educacion-inclusiva.html.
Educación inclusiva. Iguales en la diversidad. MEC (ITE, Instituto Tecnológico
Educativo). Curso on-line sobre educación inclusiva
http://www.ite.educacion.es/formacion/materiales/126/cd/indice.htm .
Agencia Europea para la Educación Especial
http://www.european-agency.org/.
Manuales de Atención al Alumnado con Necesidades Específicas de Apoyo Educativo
de la Junta de Andalucía
http://www.juntadeandalucia.es/educacion/nav/contenido.jsp?pag=/Contenidos/PSE/orie
ntacionyatenciondiversidad/educacionespecial/ManualdeatencionalalumnadoNEAE,
de la Junta de Extremadura
http://www.juntadeandalucia.es/educacion/nav/contenido.jsp?pag=/Contenidos/PSE/orie
ntacionyatenciondiversidad/educacionespecial/ManualdeatencionalalumnadoNEAE&vis
13
Course Guide
menu=0,0,1,1,1,0,0,0,0
del Departamento de Educación, Universidades e Investigación del Gobierno Vasco
http://www.hezkuntza.ejgv.euskadi.net/r432459/es/contenidos/informacion/dia6/es_2027/necesidades_especiales_c.html
Centro de recursos de Educación Especial de Navarra
http://centros.educacion.navarra.es/creena/
Cine y discapacidad:
http://www.uhu.es/cine.educacion/cineyeducacion/temasdiscapacidad.htm.
http://www.sld.cu/galerias/pdf/sitios/rehabilitaciontemprana/marco_normativo_de_las_necesidades_educativas.pdf)____
CIF: http://usuarios.discapnet.es/disweb2000/cif/materiales.htm
14
Course Guide
LEARNING ORGANIZATION:
CONTENT UNIT/DIDACTIC UNIT
Conceptual
1
framework.
Historical
evolution,
Nº OF SESSIONS
legal
framework, models, key concepts and intervention
4
principles.
2
Ordinary and extraordinary means and resources to assist
the specific needs of these students in the school
framework. Detection and identification of student’s
needs, schooling, curriculum adaptations and personal
resources.
9
Family and social aspects. Impact on the family and on the
social area of the student with special educational needs
and general intervention lines. Psycho-social relations in
3
the class, assessment and intervention in the psycho-social
3
level. Ways of grouping and cooperative learning. Schools
as ‘learning communities’.
Intervention techniques in the classroom. Behaviour
4
modifications.
8

modelo de guías docentes - Universidad Católica de Valencia

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