Specific Educational Learning Needs in Early Childhood Education
Code: 105051 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500797 Early Childhood Education | OT | 4 | 0 |
Contact
- Name:
- Maria Teresa Mas Parera
- Email:
- Teresa.Mas@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- No
Prerequisites
It is recommended to have completed "processos educatius y d'aprenentatge" and "Inclusió educativa: NEE"
Objectives and Contextualisation
The objective of the subject are:
- Know the educational and learning process in the 0-6 year period in children with specific educational needs
- Undestand and analyze the limits of education and learning in today's society as well as the fundamental competences of educational agents in the 0-6 year period to be able to adapt the content to children with specific educational needs
- Understant the educational identity of the stage of infant education in order to make to the adaptations pertinent to children with specific educational needs.
Competences
- Design and regulate learning spaces in diverse contexts which attend to the particular issues of pupils regarding gender equality, equity and respect for human rights.
- Guide parents regarding family education in the 0-6 period.
- Identify learning difficulties, cognitive dysfunctions and problems related with attention.
- Recognize and evaluate the social reality and the interrelation between factors involved as necessary anticipation of action.
- Respect the diversity and plurality of ideas, people and situations.
- Work in teams and with teams (in the same field or interdisciplinary).
Learning Outcomes
- Analyse and identify the educational needs of pupils to design teaching and learning strategies in the context of inclusive schooling.
- Analyse experiences of good practice in the process of educational inclusion to address collaborative processes between different educational agents.
- Contribute ideas and know how to integrate them in whole work of the team.
- Establish work teams to develop activities independently.
- Understand the process of educational inclusion to analyse teaching practice and the institutional context that it encompasses.
Content
BLOCK 1. BASIC PSICHOLOGYCAL PROCESSESS
1. Atention
2. Perception
3. Memòry
4. Language
BLOCK 2. SPECIFIC DISORDERS
1. Speeck and language disorders
2. TANV
3. Motricity
4. TDAH and SAAC
Methodology
A proposal for individual and group work will be done for each of the blocks that will be developed based on the contents exposed and commented in the classroom. The individual works will imply that from a subject that chooses the student can make a practical proposal to favor the processes teaching-learning in children with special educational needs. Each individual work will focus on one of the bloks. Group work will be more abaut content analysi. All this work will be supervised through tutorials. Different case studies will be shown in the subject and resources will be provided to be able to apply to the children's classroom to the diversity of specific educational needs. The intention of the subject is that students get different resources to apply in the classroom and adapt them to chldren with special educational needs.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Evaluation | 10 | 0.4 | 2, 1, 3, 5, 4 |
| Face | 40 | 1.6 | 2, 1, 3, 5 |
| Type: Supervised | |||
| Supervised work | 25 | 1 | 3, 5, 4 |
| Type: Autonomous | |||
| Autonomous work | 75 | 3 | 2, 5 |
Assessment
The evaluation of the subject is continued and it will be based an individual work and a group work will be done for each block. Individual work will be delivered and end of each block (in April and June) and group works will be delivered progressively ruring class sessions. In case of not supessing one of both individual work a written test will be carried out (scheduled for June 28).To pass de subject, students must pass individual work assignments with a minimum grade fo 5, but the notes will not be weighted. Will be considered NP when de student does not submitany of the proposed works.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Individual work: reflection of teaching-learning processes | 30% | 0 | 0 | 2, 5 |
| Team work: analysis of paper | 20% | 0 | 0 | 2, 1, 3, 4 |
| Team work: elaboration of a story | 20% | 0 | 0 | 2, 3, 5, 4 |
| individual work: a proposal of play | 30% | 0 | 0 | 2, 1, 3 |
Bibliography
Cabrerizo, J. & Rubio, M.J. (2007). Atención a la diversidad. Teoría y práctica. Madrid: Pearson Educación
Basseses, E., Huguet, T. , Solé, I. (1998). Aprendre i ensenyar a l'educació infantil. Barcelona: Graó
Galligó, M. et col. (2003). El aprendizaje y sus trastornos. Consideraciones psicológicas y pedagógicas. Barcelona: CEAC
Puente, A. (2005) Cognición y aprendizaje. Madrid: Piramide