Degree | Type | Year | Semester |
---|---|---|---|
2500797 Early Childhood Education | FB | 3 | 2 |
Although it is a subject that does not invlove any previous requirement, it is recommended to have taken previously the course "Processes of education and learning" during the second year, in order to facilitate the understanding of the contents studied.
This subject is part of the basic course: "Learning Disabilities and Developmental Disorders". In the current inclusive education framework, it requires a context in which the teacher, as agent of innovation in a diverse context, facilitate the transformation of an ordinary school and other services for children and their families in order to increase its capacity to attend all the children under 6 years old.
The main aims are:
Bloc 1: conceptual framework and regulations related to diversity and the inclusive education.
1. The concept of diversity from an individual and a sociocultural perspective.
2. Historical perspective of diversity: from integration to inclusion.
3. Inclusive education and the concept of need. National and international regulations.
Bloc 2: educational response in an inclusive education framework.
4. Institutions and professionals who give support to schools and families.
5. Organizational and didactic strategies (cooperative learning, free flow, learning environment, projects, etc.).
6. Perceptions, experiences and attitudes from teachers, families and communities.
Bloc 3: conditions that requires support.
7. Psychopedagogical evaluation. Concept, aims and procedures.
8. NESE/NEE: Cognitive, sensory, physical, social, emotional and behavioural difficulties.
The competences and the methodological option that is taken, require a participatory attitude of the student, related to the attendance and active participation in the classroom, the predisposition to conceptual changes, the work of previous reading of the texts Work in class and collaborative work with classmates in the small group, and also with the large group. It is possible to offer a Learning and Service project (ApS) if there is an entity that offers it.
Group (30 hours)
Presentation of the contents and key questions by the teacher and the students (Flipped classroom). The dynamics are done with the whole group class and allows the exposure of the main content through an open and active participation of the students. It will promote individual, pairs and group work. The classes can involve work before and after the class.
Seminars (45 hours)
Work organized in small groups (1/3 of the group) supervised by the teacher through analysis of articles, documents, case studies or other activities will promote in-depth learning of the content and the themes worked in the large group (mapping concepts, didactic proposals, discussion groups, oral presentations, etc.).
During the seminar it the active participation of the students will be promoted individually, in pairs and in teams. The classes in the seminars may involve assignments before and after the class.
Autonomous (75 hours)
The autonomous work aims to prepare and consolidate the work done in the classroom. In the program it willbe specified the assignments and deadlines, but some individual work can be asked in the classroom to facilitate or improve the acquisition and consolidation of learning. The activity will be individual or in teams. The assignments will involve activities such as: observations, interviews, literature review, information search, reading, concept maps, reflection, synthesis, case studies, poster, among others.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Directed | 30 | 1.2 | 1, 18, 12, 17, 8, 9, 2, 15, 16 |
Type: Supervised | |||
Supervised | 45 | 1.8 | 4, 18, 17, 8, 7, 5, 6, 14, 10, 9, 2, 15, 16 |
Type: Autonomous | |||
Autonomous | 75 | 3 | 18, 5, 6, 11, 15, 16, 13 |
The evaluation of the course will be conducted throughout the semester through a learning portfolio. The evaluation of the blocks consist on different evidences during and at the end of each block.
It is expected that students acquire basic learning in each of the blocks and therefore, to pass the course successfully they need to pass each of the three blocks of content. The average qualifications of all the blocks will be possible if all assignments and tests have a minimum score of five out of ten. The results of each evaluation will be published in the campus within one month after its release, and offered a date for review within 10 days following its publication.
Evaluation dates:
If a student fails an activity, the responsable will study the case and decide whether the student is entitled to do a recovery of an activity or how it's possibleto recover it. Thus, students that have an adequate tracking of the course (attendance, participation and deliveries) but some specific aspect are not achieved, they will be given theopportunity to pass the subject, or by making an additional assigment or a written test or both. This assigment or written test will have as maximum a calification of 6.9. If the student finally do not pass the activities planned for each of the blocks, it will mean that he has not reachedthe minimum expected and will fail the course with the qualification acquired in the failed assignment. NP (Not presented) will be considered that student who has not delivered or participated in any evaluation activity.
Students who repeat the subject can ask, at the beginning of the course, the teachers of the subject to be able to carry out only a final synthesis evaluation (it can be a test and/or an assigment). If they do not request it, the evaluation will be continuous.
Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19
IMPORTANT
To pass this subject, the student must show, in the activities offered to them, a good general communicative competence, both orally and in writing and a good command of the written language and communication. In all activities (individual and group), linguistic correction, writing and formal aspects of presentation will be taken into account. Students must be able to express themselves fluently and correlatively and must show a high level of understanding of the academic texts. An activity can be returned (not evaluated) or suspended if the teacher considers that it does not meet these requirements. The gender perspective will also be taken into account in the general communicative expression.
It is also necessary to show an attitude that is compatible with the educational profession as a prerequisite to pass the course, as an ethical commitment to the educational profession. Attitudes of active listening, arguing, respect for peers andteachers, participation, cooperation, empathy, kindness, punctuality or the useof the appropriate mobile or laptop are required only when necessary for the class, among others,are therefore required. If these requirements are not met, the grade of the subject will be 3.
In accordance with UAB regulations, the copy or plagiarism, both in the case of works and in the case of exams, constitute a crime and will be penalized with a 0 as a mark of the subject losing the possibility of recovering it, whether it is individual or group work (in this case, all members of the group will have a 0). If during the realization of an individual work in class, the teacher considers that a student is trying to copy or some type of document or device not discovered by the teaching staff is discovered, the same will be described with a 0, without option of recovery, and therefore, the subject will be suspended. It will be considered that a job, activity or examination is "copied" when it reproduces a significant part or a part of the work of one or the other partner. It will be considered that a work or activity is "plagiarized" when a part of an author's text without citing the sources is presented, regardless of whether the original sources are on paper or in digital format. (More information on plagiarism at http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html).
Before delivering evidence of learning, it is necessary to verify that the sources, notes, text citations and bibliographic references have been correctly written in accordance with the APA regulations. and according to the documentation that is summarized in sources of the UAB:
https://ddd.uab.cat/pub/recdoc/2016/145881/citrefapa_a2016.pdf
Any change in the content of the guide will be agreed with the students attending to the class on that day will beannounced later in the moodel. Also, the content displayed on the initial scheduleof each block may vary if an agreement is reached between the teacher and the students attending to the class class on that day. If the amendment is agreed it will be informed throughthe news of themoodle. Changes can adjust the content to the characteristics, skills, interests and individual rhythms of the group class.
All this information and other additional will be added on the moodle at the beginning of the course.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Block I. Team conferences (15%) and individual test (10%). The assessment evidences are related to the themes 1,2 & 3 | 25% | 0 | 0 | 1, 3, 18, 8, 11, 13 |
Block II. Individual assigment and coevaluation. The assessment evidences are related to the themes 4, 5 & 6 | 25% | 0 | 0 | 1, 7, 5, 6, 14, 9, 2, 16 |
Block III. Group presentation and heteroevaluation. The assessment evidences are related to the themes 7 & 8 | 20% | 0 | 0 | 4, 1, 3, 12, 17, 8, 7, 14, 10, 11, 15, 16, 13 |
Final test and selfevaluation | 30% | 0 | 0 | 18, 12, 17, 8, 15 |
The bibliography recomended counts with a similar number of authors: women and men.
REQUIRED READINING
OTHER REFERENCES
Journals
Websites
Departament d’Educació. Generalitat de Catalunya. Professorat. Educació inclusiva.
http://ensenyament.gencat.cat/ca/departament/publicacions/colleccions/inclusio/
Portal d'Educació
Inclusivitat Escolar. Documents i recursos de laJornada de Formació escolar i social.
http://xtec.cat/crp-baixebre/escola%20inclusiva/index.htm
Servei d’Informació sobre Discapacitat (SID). Ministeri de Sanitat, Política Social i Igualtat / Universitat de Salamanca.
Transforming education through Universal Design for Learning. National Center on Universal Design for Learning
Centro para el control y la Prevención de Enfermedades. Detección del Autismo en forma temprana.
https://www.cdc.gov/ncbddd/spanish/autism/treatment.html
Centro para el control y la Prevención de Enfermedades. Indicadores de Desarrollo.
http://www.cdc.gov/ncbddd/Spanish/actearly/milestones/index.html
Clasificación Internacional del Funcionamiento, de la Discapacidad y de la Salud – CIF
http://www.imserso.es/InterPresent2/groups/imserso/documents/binario/435cif.pdf
Fundació FARO. Sant Joan de Déu. Observatori de salut de la Infància i l’Adolescència.
CAST. Learning y UDL
http://www.youtube.com/watch?v=bDvKnY0g6e4
UNESCO. Repensar l’Educació Educació.
http://unescocat.org/portfolio-items/repensar-leducacio/
XTEC. Xarxa Telemàtica Educativa de Catalunya
Fundació Bofill. Escola inclusiva i inclusió escolar
The subject does not require specific software, mostly uses Moodel and TEAMS. However, to encourage some dynamics during the class, different programs are used (Mentimeter, Paddlet ...). On the other hand, students can choose the format of the delivery of some assigments and can use some software to edit videos, websites or create infographics, but in any case, it is not a requirement of the subject.