Degree | Type | Year | Semester |
---|---|---|---|
2500260 Social Education | OT | 3 | 2 |
2500260 Social Education | OT | 4 | 1 |
2500261 Education Studies | OT | 4 | 1 |
You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.
In this course there are not prerequisites.
This coure is included in:
It is an open course to all students who want to do it.
In our nowadays society, more and more diverse day a day, it is necessary that educational professionals have skills to facilitate pedagogical keys to be able to answer educational needs of different groups.
The educational objectives of the course are:
1. Socioeducational evolution of diversity: From segregation to integration and from integration to inclusion.
2. Conceptualization of diversity in educational contexts.
3. Inclusion as the educational option of diversity.
4. Intercultural education as an answer to pluricultural societies.
5. Educative intervention in cultural diversity contexts.
6. Examples of good educational practices around diversity.
Teaching and learning process will develop in the classroom. The involvement and participation of all students will be very important since the very first moment. There will be lectures opened to students’ participation; in-class activities (study case, simulations, students presentations, and discussions)
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 | |||
Lectures, students presentations, in-class activities (ex. case studies, videos) | 45 | 1.8 | 1, 17, 6, 9, 10 |
Type: Supervised | |||
Non presential work with guidelines | 30 | 1.2 | 6, 10 |
Type: Autonomous | |||
Students own work | 75 | 3 | 1, 10 |
Significant dates:
09/01/24 written exam and 23/01/24 make-up exam. Oral presentations will be October 17th and 24th.
The course evaluation will be done throughout the whole academic period, by means of the activites showed below.
Results obtained on each of the evaluation activites will be given to the students 20 days after their delibery as maximum, and will be posted on the Campus Virtual. Students have the right to do a review of the evaluation of their activities in a individual tutorial session with the professor, the 10th next days after the results date.
Assistance to an 80% of the sessions is mandatory. Assistence to experiential session (31/10/23 i 16/01/24) éis mandatory, and signature control will be requiered.
The final grade will be an average of the four activities with a minimum of a 5 on each of them. The course will be passed with a minimun of a 5. It is needed to do all the activities to pass the course.
To copy material, in any activity, implicates a 0 as a final grade.
Single Evaluation
It is individual for all evidences, and all have to be presented 09/01/23. The retake activitties have to be dealt 23/01. Review's evaluations will be the same than in the other modality.
|
Evidència avaluativa |
% de la nota |
|
EV1: Practical paper |
35% |
EV2: Oral prsentation |
20% |
|
EV3: Written exam |
45% |
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
EV1: Practical paper, with free chosen topic (written and groupal) | 30% | 0 | 0 | 1, 3, 2, 17, 5, 6, 7, 9, 8, 10, 12 |
EV2: In class group presentation (oral and individual) | 20% | 0 | 0 | 1, 4, 2, 17, 5, 6, 9, 8, 10, 11, 12, 13, 14, 15, 16 |
EV3: Written exam (individual) | 50% | 0 | 0 | 1, 4, 17, 6, 7, 9, 10, 18, 15, 16 |
Bibliografia bàsica
Associació Catalana de Municipis (2016). Els Plans d’Inclusió Social. Concepte i guia d’elaboració, implementació i avaluació. Disponible a: http://www.acm.cat/sites/default/files/manual_uploads/acm/els_plans_dinclusio_social.pdf
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- 5104.01.01.05z
Aznar, A. i González Castañón, D. (2012) Evoluciones y resistencias en los procesos de cambio institucinal: desarrollo de un modelo de análisis e intervención. Psicologia, Conocimiento y Sociedad 2(1), 149-169. http://www.redalyc.org/pdf/4758/475847407007.pdf
Becerra, M. T., Lucero, M., i Montanero, M. (2017). ¿Cómo ayudan los compañeros de trabajo a los empleados con discapacidad intelectual? Una experiencia de coaching laboral en empleo con apoyo. Revista Española de Orientación y Psicopedagogia 28(1), 51-71. DOI: 10.5944/reop.vol.28.num.1.2017.19358
Besalú, X. (2016). No som aquí per rendir-nos: La pulsió ètica de la pedagogia. Capellades: Rosa Sensat.
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
Caninas, J. i Carbonell, F. (2008). Educació i conflictes interculturals: primun non nocere (Sobre tot no fer mal). Vic i Barcelona: Eumo Editorial i Fundació Jaume Bofill. Disponible a: http://www.fbofill.cat/sites/default/files/474.pdf
COCEMFE i àrea de desenvolupament social i econòmic de l’Àrea Metropolitana de Barcelona (2017). Estratègia metropolitana per al desenvolupament del model social de la discapacitat. Guió d’implantació dels plans d’accessibilitat. https://docs.amb.cat/alfresco/api/-default-/public/alfresco/versions/1/nodes/6a339d5c-c13e-4ad2-a245-dde4090ccfbb/content/COCEMFE_Estrategia_Metropolitana_Discapacitat.pdf?attachment=false&mimeType=application/pdf&sizeInBytes=1571824
Consell d’Europa (2008). Libro Blanco sobre el diálogo intercultural. Vivir juntos con igual dignidad. Estrasburg. Disponible a: https://www.coe.int/t/dg4/intercultural/Source/
Pub_White_Paper/WhitePaper_ID_SpanishVersion.pdf
DINCAT. Autogestors i autorepresentació. http://www.dincat.cat/ca/autogestors-i-autorepresentació_13139
Echeita, G. i Ainscow, M. (2011). La educación inclusiva como derecho. Marco de referencia y pautas de acción para el desarrollo de una revolución pendiente. Tejuelo, 12, 26-46. Disponible a: https://mascvuex.unex.es/revistas/index.php/tejuelo/article/view/2497
Essomba, M. A. (2009). Liderar escuelas interculturales e inclusivas: equipos directivos y profesorado ante la diversidad cultural y la inmigración. Barcelona: Graó.
European Union Agency for Fundamental Rights (2012). Choice and control: the right to independent living experiences of persons with intellectual disabilities and persons with mental health problems in nine EU Member States. Disponible a: https://fra.europa.eu/en/publication/2010/fundamental-rights-persons-intellectual-disabilities-and-persons-mental-health
Fantova, F. (2016). Políticas sociales: comunidad 4.0. http://fantova.net/?p=1447
Fonseca, J. i Maiztegui-Oñate, C. (2017). Elementos facilitadores y barreras para la participación en proyectos comunitarios: un estudio de caso con población adolescente. Pedagogía Social. Revista interuniversitaria, 29, 157-170. Disponible a: https://recyt.fecyt.es/index.php/PSRI/article/viewFile/54504/33117
Generalitat de Catalunya. Dept. de Benestar Social i Família. (2015). Document marc del programa per al desenvolupament de plans locals per a la inclusió social. Col·lecció eines 19. http://treballiaferssocials.gencat.cat/web/.content/01departament/08publicacions/coleccions/eines/ei
Not used in this course.