Degree | Type | Year | Semester |
---|---|---|---|
2500798 Primary Education | 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.
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
BLOCK A: SENSORY ABILITIES: HEARING
1. THE DEVELOPMENT OF SENSORY ABILITIES: HEARING
1.1 Neurophysiological and functional basis of the auditory sensory system.
1.2. Detection and diagnosis.
2. TECHNICAL AIDS
2.1 Hearing aid
2.2 Cochlear implant
2.3 Remote transmitters
3. EDUCATIONAL RESPONSES
3.1 Family
3.2 School
3.2.1 Methodological strategies
3.2.2 Role of educational services in the students' school process: CREDA
BLOCK B: SENSORY ABILITIES: VISION
1. THE DEVELOPMENT OF SENSORY ABILITIES: VISION
1.1 Visual sensory system and visual judgement
1.2. Detection and diagnosis
1.3. Perceptual development of pupils. 1.4.
1.4. Communication and linguistic development.
1.5. Cognitive development
1.6. Personal, emotional, family and social development.
2. EDUCATIONAL RESPONSES
2.1. Assessment of educational needs.
2.2. Inclusion support: methodological strategies.
2.3. Strategies for communication and access to information and learning that favour inclusion: Tiflotechnology.
2.4. Role of educational services in the school process of students: CREDV
The methodological approach is the principle of the variety of methodological strategies. It must facilitate active participation and learning of the students. In this sense, online and face to face keynote sessions will arise, and some activities to work in small groups using cooperative learning and self-employment will be strengthened. The teacher has to support students in this methodological approach, providing some resources to mediate their learning process. The tutorials will be considered as a fundamental part in this methodological approach.
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 | |||
Exposiciones por parte del profesorado de los contenidos y xuestiones básicas del temario. Se realiza con todo el grupo y permite la presentación de los prijncipales contenidos a través de una participación activa y abierta de los estudiantes | 45 | 1.8 | |
Type: Supervised | |||
Mandatory tutoring group, individual and group work are required | 24 | 0.96 | |
Type: Autonomous | |||
Reading theoretical texts, test preparation, preparation and analysis of cases, other activities | 75 | 3 |
The evaluation of the course is continuous and will be based on a written test that will have a weight of 50% in the final grade of the course and on practical activities/coursework (50% in the final grade).
The evaluation of the coursework is group-based, while the written test is individual. As for the practical activities in class, their evaluation can be individual and/or group.
Students who, having been previously assessed in a set of activities whose weight is equivalent to a minimum of two thirds of the total grade of the subject, may be submitted to the re-evaluation process if the grade does not exceed 3.5. In this case, the maximum mark for the re-evaluated block will be a 5. In no case will the re-evaluation be considered to raise the mark obtained.
In order to pass this subject, the student must show, in the proposed activities, a good general communicative competence, both orally and in writing, and a good command of the vehicular language or languages listed in the teaching guide.
The results of the evaluation of each of the evidences must be published on the virtual campus no later than 15 days after their completion, and a review date must be offered within 10 days of their publication.
According to UAB regulations, plagiarism or copying of any work or written test will be penalised with a 0 as a mark for 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 individual work in class, the teacher considers that a student is trying to copy or is found to be using any type of document or device not authorised by the teaching staff, the student will be graded with a 0, without the option to make it up, and will therefore fail the subject. Attendance to face-to-face sessions is compulsory, the student must attend a minimum of 80%. Otherwise, the evaluation will correspond to an NP.
The treatment of particular cases, doubts, suggestions, etc., should be raised with the teachers of the corresponding block.
The date foreseen for the evaluation will be 18 December 2023 and the re-evaluation will be 5 February 2024. The deadline for submitting the coursework will be the day of the written test assessment.
Students who have opted for the single assessment will have to complete the following evidence in order to be assessed with the corresponding percentage: practical work (10%), course work (30%), written test (50%) and an oral test in which the work submitted will be defended (10%). The date of the evaluation and re-evaluation will be the same as in the case of continuous assessment. The same re-evaluation system will be applied as for the continuous assessment. The revision of the final grade follows the same procedure as for the continuous assessment.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Course work | 35% | 0 | 0 | 3, 2, 1, 4, 8, 6, 9 |
Practical activities into the class | 15% | 0 | 0 | 3, 2, 1, 4, 8, 7, 6 |
Test | 50% | 6 | 0.24 | 2, 8, 5 |
Albertí, M., Coronas, M., Gomar, C., Palmés, C., Romero,L., Rosell, C., Sadurní, N. A Ll. Andreu Barrachina (Coord). (2014). Atenció a l’alumnat amb discapacitat sensorial i motriu. Barcelona: Editorial UOC.
Arnaiz, P., Gracia, MD., Soto, J., Fonoll, J. y otros (2018). Tecnología accesible e inclusiva: logros, resistencias y desafíos. Murcia: Consejería de Educación Región de Murcia.
Departament de Salut (Generalitat de Catalunya) (2010). Protocol per a la detecció precoç, el diagnòstic, el tractament i el seguiment de la hipoacúsia neonatal. (https://e-aules.uab.cat/2020-21/pluginfile.php/959290/mod_resource/content/2/Protocol%20de%20deteccio%20i%20diagnostic%20GENCAT.pdf).
Cardona, M.C.; Gomar, C.; Palmés, C. i Sadurní, N. (2010): Alumnado con pérdida auditiva. Barcelona: Graó
CIDAT (2013). Accesibilidad de páginas Web ONCE
Creda Jordi Perelló (2010). Els alumnes amb sordesa a l'escola. Cicle mig i superior d'Educació Primària. https://serveiseducatius.xtec.cat/creda-jordiperello/wp-content/uploads/usu975/2016/05/Dossier-CM-CS.png
Llombart, C. (2013). Tinc un/a alumne/a sord/a a l'aula. Consorci d'Educació de Barcelona. http://www.xtec.cat/~cllombar/
Silvestre, N. (2010). Les famílies que tenen criatures amb necessitats educatives específiques: les famílies oïdores que tenen criatures sordes. Educar, 45 (1-17).
Talero Alvarado, A.F. (2020). Guía de accesibilidad de aplicaciones móviles (APPS). Madrid: Ministerio de Asuntos Económicos y Transformación Digital España
Webgrafia:
http://www.ite.educacion.es/formacion/materiales/129/cd/indice.htm
Do not use