Specific Cognitive Educational Needs in Early Childhood Education
Code: 105052 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500797 Early Childhood Education | OT | 4 | 2 |
Contact
- Name:
- Cristina Laborda Molla
- Email:
- cristina.laborda@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 studied the subjects "Educational Inclusion: NEE" and "Development of personality 0-6."
Objectives and Contextualisation
This subject is part of Subject Inclusive Education. Within the framework of the current inclusive school, a context in which the teacher, as an agent of innovation and diversity management, facilitates the transformation of the ordinary school in order to increase its capacity for attending all students, emphasizing on students with specific cognitive educational needs. The two training objectives to be achieved are:
- Design teaching-learning processes to attend the educational needs of the students in contexts of diversity.
- Promote processes of educational inclusion within a collaborative framework in multiprofessional spaces.
Competences
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- 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.
- Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
- 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.
- Analyse the indicators of sustainability of academic and professional activities in the areas of knowledge, integrating social, economic and environmental dimensions.
- 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.
- Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
Content
BLOCK A: FOUNDATIONS OF THE TEACHING-LEARNING PROCESS.
1. Conceptual clarification and conceptualization of the disability.
2. Fundamentals of cognitive processing models and their educational bases.
3. Symbolic language in students with cognitive disabilities.
4. Strategies for educational development in different cognitive syndromes.
4.1 School context.
4.2 Family context.
4.3 Social context.
BLOCK B: THEORETICAL FOUNDATIONS
5. Cognitive development and basic cognitive processes: Attention, perception and memory. Learning processes: intrapersonal, interpersonal and socio-environmental factors.
6. Concept of intellectual capacity.
6.1 Conceptualization of high intellectual capacities.
6.2 Evolutionary characteristics of students with intellectual disabilities and high abilities.
6.3 High intellectual capacities and intellectual disability within the framework of the inclusive school. Regulatory framework.
7. Evaluation of high capacities and intellectual disability. Improved detection and subsequent psycho-pedagogical care. Strong and weak points.
8. Educational services in intellectual disability and in high capacities.
Methodology
The training activities that take place in this subject are of a supervised and self-directed type:
The face-to-face classes are directed by the teachers of the subject and are carried out in the spaces of the Faculty. There are classes in a large group that combine the exhibition, reflection and debate of the main contents and elements of discussion of the different blogs. There are also small group tasks to analyze and discuss the activities proposed by the teaching staff in order to complement the theoretical sessions.
Activities supervised by the teacher outside the classroom include individual and group tutorials, both physical and virtual, which must be used to solve difficulties, orient tasks and ensure the understanding of the learning of the subject.
Self-employed work is carried out by the student independently and involves the preparation of readings, cases and other types of tasks in order to make the most of the sessions and achieve the objectives of the subject
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.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Telematic work, guided by guidelines provided by the teaching staff. | 30 | 1.2 | 4, 5 |
| Type: Supervised | |||
| Analysis of documents, student presentations, films, reflections on basic aspects of content, etc. | 45 | 1.8 | 2, 6 |
| Type: Autonomous | |||
| Individual and group preparation of works, readings and case analysis. Study of the material and preparation for the tests | 75 | 3 | 2, 1, 6 |
Assessment
The evaluation in this subject is continued and is distributed in two thematic blocks structured as follows:
Block A (50%): topics 1, 2, 3, 4.
Block B (50%): topics 5, 6, 7 and 8.
The assessment will be based on 3 evaluative evidence, which must be approved with a 5 calculate the final mark. Students who have successfully followed the course during the course and still have some non-achieved aspects will be given the opportunity to pass the subject by completing a final recovery task on the 26th of June. The recovery task is not going to be used to improve the final mark. If you finally do not pass any of the blocs (for failing or NP), it will mean that the expected minimum has not been reached and the subject with the corresponding rating for the failed bloc will be failed.
To pass this subject, the student must show, in the activities proposed, good general communicative competence, both orally and in writing, and a good command of the language or the vehicular languages that appear in the teaching guide.
The results of each evaluation must be published on the virtual campus within a maximum period of 15 days after its completion, and a review date must be offered within 10 days of its publication.
Attendance to face-to-face sessions is mandatory, the student must attend a minimum of 80%. Otherwise, the evaluation will correspond to an NP.
According to UAB regulations, the plagiarism or copy of any work or written test will be penalized with a 0 as a mark of the subject losing the possibility of recovering it, whether it is an individual or group work (in this case, all members of the group will have a 0). If during the realization of individual work in class, the teacher considers that a student is trying to copy or discovered any type of document or device that is not authorized by the teaching staff, the same will be marked with a 0, without a recovery option, and therefore, the subject will be failed.
The treatment of particular cases, doubts, suggestions, etc. should be addressed to the teachers of the corresponding block. The evaluation of this subject follows the Criteria and general guidelines for the evaluation of the Faculty of Education Sciences, according to the Agreement of the Academic Organization Committee April 28th (2011), June 4th (2014), and 28th May (2015). All this information plus the specific schedule and other additional information will be uploaded at the beginning of the course on the virtual campus of the subject.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Individual classwork evidences (during the course - oral and written) | 20% | 0 | 0 | 2, 1, 4, 6, 7 |
| Written essay part A in group (12/06/23) | 25% | 0 | 0 | 3, 4, 6, 5 |
| Written essay part B in group (19/06/23) | 25% | 0 | 0 | 3, 2, 1 |
| Written individual reflexive final essay (22/05/23) | 30% | 0 | 0 | 1, 6 |
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.
Echeita, G. i Aiscow M. (2010). La Educación inclusiva como derecho. Marco de referencia y pautas de acción para el desarrollo de una revolución pendiente. Ponencia II Congreso Iberoamericano de Síndrome de Down. https://www.uam.es/personal_pdi/stmaria/sarrio/DOCUMENTOS,%20ARTICULOS,%20PONENECIAS,/Educacion%20inclusiva%20como%20derecho.%20Ainscow%20y%20Echeita.pdf
European Union Agency for Fundamental Rights – FRA (2014). The fundamental rights of persons with intellectual disabilities and persons with mental Health problems. https://fra.europa.eu/en/publication/2010/fundamental-rights-persons-intellectual-disabilities-and-persons-mental-health
Federació Allen i Càtedra de Innovació Social de la Universitat de Lleida. Alsinet, C., Feliu, B., Torres, M. (2017). Revisió del model dels serveis de suport per a les persones amb discapacitat intel·lectual i del desenvolupament. http://www.allem.cat/uploads/news_files/0bf2671633e5c53f6e825fc29584731b5fb930af.pdf
Giné, C. (coord.); Basil, C.; Bolea, E.; Díaz-Estébanez, E.; Leonhard, M.; Marchesi, A.; Riviére, A. y Soro-Camats, E. (2003).Trastorns del desenvolupament i necessitats educatives especials. Barcelona: Edicions de la Universitat Oberta de Catalunya.
Pallisera, M. (2011) Apoyando proyectos de vida inclusivos: Claves para transformar las prácticas socioeducativas de personas adultas con discapacidad intelectual. Revista de Educación Inclusiva 3(3), 69-87.
Pallisera, M., Fullana, J., Vilà, M., Jiménez, P., Castro, M., Puyaltó, C., Montero, M. y Martín, R. (2014). Análisis de los apoyos que reciben los jóvenes con discapacidad intelectual en su transición a la vida adulta en España: una investigación a partir de experiencias de profesionales y personas con discapacidad”, Revista Española de Discapacidad, 2 (2), 27-43.
Salazar Chavez, B. M. (2017) La lectoescritura como facilitador de la integración social en alumnos con discapacidad intelectual. Ciencia y futuro 7(1), 147-162.
Sánchez, J. L. (2004) Enseñar a leer a los alumnos con discapacidad intelectual: una reflexión sobre la pràctica.
Bibliografia complementària
Bronfenbrenner, U. (1987). Ecología del desarrollo humano. Cognición y desarrollo humano. Barcelona: Paidós. http://psicopedagogosrioiv.com.ar/wordpress%20colegio/wp-content/uploads/2017/07/la-ecologia-del-desarrollo-humano-bronfenbrenner-copia.pdf
Diari Ara 06/12/2018. Unes 100.000 persones amb discapacitat intel·lectual podran votar en les pròximes eleccions generals. http://www.ara.cat/societat/100000-persones-discapacitat-podran-votar-proximes-eleccions_0_2138186284.html
DINCAT. Autogestors i autorepresentació. http://www.dincat.cat/ca/autogestors-i-autorepresentació_13139
Font, J. (2005). La evaluación del alumnado con retraso mental. En A M. Sánchez-Cano, A. M. i Bonals, A. J. (Coords.). La evaluación psicològica. Barcelona: Graó, pp.417-450.
Flórez, J. (2014). Retos de la Neurociencia en el Siglo XXI. El reto de la discapacidad intel·lectual. Conferencia pronunciada en la Real Academia Nacional de Medicina, Madrid, 6 de junio de 2014.
Gifré Monreal, M. i Esteban Guitart M. (2012). Consideraciones educatives de la perspectiva ecològica de Urie Bronfenbrenner. Contextos Educativos: Revista de Educación 15, 79-92. ConsideracionesEducativasDeLaPerspectivaEcologicaD-3972894.pdf
Laborda, C. y González, H. (2017). Estudio cualitativo sobre discapacidad intelectual y trabajo protegido. La orientación como herramienta para mejorar la calidad de vida. Revista Española de Orientación y Psicopedagogía 28 (3), 82-98.
Plancarte, P. (2017). Inclusión educativa y cultura inclusiva. Revista Nacional e Internacional de Educación Inclusiva, 10(2) pp 213-226.
Plena inclusión. Una educación inclusiva para una vida plena. Recuperat el 29/04/2019. https://www.plenainclusion.org/que_hacemos/educacion-inclusiva
Plena inclusión. Programa de ciutadania activa. Recuperat el 05/04/2019. https://www.plenainclusion.org/que_hacemos/apoyamos-a-las-personas/ciudadania-participacion
Serra, M. (2008). Quiet. Editorial Empúries.
Sole, A. (2016) Tinc una discapacitat, no una diversitat funcional. Diari ARA. https://www.ara.cat/societat/discapacitat-no-diversitat-funcional_0_1588041214.html
Thomson, J. R.; Schalock, R. L.; Agosta, J.; Teninty, L. y Fortune, J. (2014). How the Supports Paradigm Is Transforming the Developmental Disabilities Service System. Inclusion, 2 (2), 86-99.
Verdugo, M.A. y Bermejo, B.G. (2009). Discapacidad intelectual. Adaptación social y problemas de comportamiento. Madrid: Pirámide.
Vives, M. y Miralles, F. (2014). Si creus en mi, et sorprendré. Barcelona: Columna Edicions.
Software
Not used in this course.