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Specific Cognitive Educational Needs

Code: 102027 ECTS Credits: 6
Degree Type Year Semester
2500798 Primary Education OT 4 0
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.


Cristina Laborda Molla

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
Some groups entirely in Catalan:
Some groups entirely in Spanish:


Henar Gonzalez Fernandez
Esperanza Mejías Macías
Susana Donada Colomer


  1. To aim at the Inclusive Education mention it is necessary to: (A) have passed all the basic and compulsory subjects (B) have passed the 4 mention subjects and (C) have passed one of the following subjects: Mediation Strategies or Linguistic reception  in the school.
  2. It is advisable to have passed “ Learning and development I-II and Differences and Inclusion

Objectives and Contextualisation

 This subject is part of the Inclusive Education subject. In the context of the current inclusive school, it is necessary to have a context in which the teacher is an innovator agent and  manager of the diversity that eases the transformation of the ordinary school with the aim to increase its capability to attend all the students giving emphasis to students with specific cognitive learning needs.

The two aims to achieve are:

  1. Adapt the teaching-learning process to solve the students educational needs in diversity contexts
  2. Energize the educational inclusive process in a collaborative context in multiprofesional areas.


  • Design and regulate learning spaces in contexts of diversity that take into account gender equality, equity and respect for human rights and observe the values of public education.
  • Design, plan and evaluate education and learning processes, both individually and in collaboration with other teachers and professionals at the centre.
  • Develop autonomous learning strategies.
  • Develop the functions of tutoring and guidance of pupils and their families, attending to the pupils’ own needs. Understand that a teacher’s functions must be perfected and adapted in a lifelong manner to scientific, pedagogical and social changes.
  • Recognise and evaluate the social reality and the interrelation of factors involved as a necessary anticipation of action.
  • Respect the diversity and the plurality of ideas, people and situations.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Analyse and identify the educational needs of pupils to design teaching and learning strategies in the context of inclusive schooling.
  2. Analyse experiences of good practice in the process of educational inclusion to address collaborative processes between different educational agents.
  3. Contribute ideas and know how to integrate them in whole work of the team.
  4. Displaying a positive attitude in recognising the importance of taking part in the process of transforming into the inclusive school, as a constant goal of teaching and throughout the teacher’s professional life.
  5. Establish work teams to develop activities independently.
  6. Relating science with its technological applications, with its social impact on the didactic situations pertaining to the school.
  7. Understand the different learning capacities and rhythms of students to apply educational resources and services which improve attention to educational and social diversity.
  8. Understand the process of educational inclusion to analyse teaching practice and the institutional context that it encompasses.



1. Cognitive development and basic cognitive process: Attention, perception and memory. Learning process:  interpersonal, intrapersonal and socio-environmental factors

2. Intellectual skills concept ( high skills and incapacity)

3.  Evaluation of the high skills and the intellectual handicaps. Improvement of the detection and the later physiological assistance. Strong and weak points.

4. Educational Services for the intellectual handicaps and high skills.


5.Educational bases of the cognitive processing models: models, functions, styles and strategies.

6.Students symbolic Language and  cognitive disabilities.

7. educational development strategies for  the different cognitive syndromes



Activities in this course are autonomous, supervised and guided.

  • Guided activities are leaded by the teachers of the course, and are deveoloped in the Faculty rooms. These sessions are in big group and they led expositions, thinkinkd and debate of the main contents of the blocks.
  • Supervised activities are out of the room and include individual as well as in group tutoring, which aim is to solve dificulties, to guide tasks and ensure the comprehension of the learning outcomes.
  • Autonomous activities are developed by the student in a independent way, and it inclues the reading preparation, study cases and some taksts for the most academic achivement of the student. 

Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19


Title Hours ECTS Learning Outcomes
Type: Directed      
Big group activities : Lectures,document analysis, students expositions, cine-forum, etc. 45 1.8
Type: Supervised      
Non presential work based on guidelines. 30 1.2
Type: Autonomous      
Individual and group work to prepare papers, lectures and case analysis. Study of the contents and exam preparation 75 3


Test dates: 09/06/21 i 23/06/21 (second chance).

All the evidences must be passed with a minimum mark of 5 in order to be able to do the average grade. If one of the blocks is not passed, this will imply that the minimum expected has not been achieved and the subject will be failed with its corresponding grade of the failed part. 

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Ev1: Paper (written and in group) 20% 0 0 2, 1, 3, 8, 4, 7, 6
Ev2: Paper presentation (oral and individual) 20% 0 0 2, 1, 3, 8, 6
Ev3: Poster elaboration and presentation (oral and individual/group) 20% 0 0 2, 1, 3, 8, 4, 7, 5, 6
Ev4: Test (written and individual) 40% 0 0 8, 4, 6


Key bibliography

AAIDD (2010). Intellectual Disability. Definition, Classification, and Systems of Supports. Washington, D.C.: American Association on Intellectual and Developmental Disabilities. Traducció al castellà: AAIDD (2011). Discapacidad Intelectual. Definición, Clasificación y Sistemas de Apoyo. Madrid: Alianza Editorial.

AAMR (2007). Escala d’intensitat dels suports. Manual de l’usuari. Barcelona: APPS.

AAMR (2006). El retard mental. Definició, classificació i sistemes de suport. Vic: EUMO Editorial. (Aquesta obra és la traducció al català del Manual de l'AAMR de 2002).

Arellano, A. y Peralta, F. (2013). Autodeterminación de las personas con discapacidad intelectual como objetivo educativo y derecho básico: estado de la cuestión. Revista  Española de Discapacidad, 1 (1), 97-117. doi: http://dx.doi.org/10.5569/2340- 5104.01.01.05

Duran, D., Giné, C. y Marchesi, A. (2010). Guia per a l’anàlisi, la reflexió i la valoració de pràctiques inclusives. Barcelona: Departament d’Educació.

Departament d’Ensenyament (Generalitat de Catalunya) (2013). Les altes capacitats: detecció i actuació en l'àmbit educatiu - Guia per a mestres i professors, Servei de Comunicació i Publicacions. 

Departament d’Ensenyament (Generalitat de Catalunya) (2013). Les altes capacitats: detecció i actuació en l'àmbit educatiu - Guia per als equips d'assessorament i orientació psicopedagògica (EAP) i els orientadors dels instituts, Servei de Comunicació i Publicacions.