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2023/2024

Educational Inclusion: Specific Educational Needs in Early Childhood Education

Code: 105050 ECTS Credits: 6
Degree Type Year Semester
2500797 Early Childhood Education FB 3 2

Contact

Name:
Silvia Blanch Gelabert
Email:
silvia.blanch@uab.cat

Teaching groups languages

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.

Teachers

Arnau Careta Plans
Rosa Fortuny Guasch

Prerequisites

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.

 


Objectives and Contextualisation

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 agents 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 children under 6 years old.

The main aims are:

  1. To promote a positive vision of diversity in the school and the classroom towards inclusive education.
  2. To learn about the different specific needs for educational support in order to facilitate the process of inclusion for all the students.
  3. To adapt the teaching and learning procedures to meet the educational needs of all students in diverse contexts.
  4. To undestand the need for cooperation among different subjects (professional, family, community) involved in the educational context.

Competences

  • Acquire resources to promote the educational integration of pupils with difficulties.
  • 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.
  • Identify learning difficulties, cognitive dysfunctions and problems related with attention.
  • Know how to inform other professional specialists in order to address collaboration between teacher and school, to cater for special educational needs that arise.
  • Maintain a respectful attitude for the environment (natural, social and cultural) to promote values, behaviours and practices that address gender equality, equity and respect for human rights.
  • Promote and facilitate early infant learning, from a global and integrative perspective of different cognitive, emotional, psychomotor and developmental dimensions.
  • Promote coexistence in and outside of the classroom and address the peaceful resolution of conflicts.
  • Systematically observe learning and coexistence contexts and learn to reflect on them.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Analyse experiences of good practice in the process of educational inclusion to address collaborative processes between different educational agents.
  2. Being aware of the importance of interactions between peers in the development of coexistence.
  3. Contribute ideas and know how to integrate them in whole work of the team.
  4. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  5. Design didactic-organizational strategies according to the needs and characteristics of pupils.
  6. Designing a teaching and learning sequence that respects the globality and uniqueness of each child.
  7. Develop a collaborative project in a team, as a first step towards networking.
  8. Develop positive attitudes towards intervention for the development of all people, respecting their cultural and natural context.
  9. Encourage positive peer interactions for conflict resolution.
  10. Explain the explicit or implicit code of practice of one's own area of knowledge.
  11. Integrating and analysing the data and information from the different types of observation.
  12. Know the different professional specialists working with the educational institution.
  13. Making correct use of the techniques and resources of observation and analysis of the situation, and presenting conclusions about the processes observed.
  14. Produce didactic resources to meet the specific needs of pupils with educational needs related to affectivity, emotions and behaviour in the inclusive school context.
  15. Recognising the identity of the stage and its cognitive, psychomotor, communicative, social and emotional characteristics.
  16. Reflecting on practices observed in the classroom in order to evaluate the teaching and learning processes present, depending on the content of the subject.
  17. Understand the different learning abilities and rates of pupils to apply educational resources and services to improve attention to diversity.
  18. Understand the process of educational inclusion to analyse teaching practice and the institutional context that it encompasses.

Content

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.


Methodology

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 Service Learning (SL) project or Challange Based Learning (CBL project  if there is an institution 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 will be 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.

Field trips: the subject can offer a field trip, linked to the knowledge of institutions and professionals or the field work that is carried out during the subject development.

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      
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

Assessment

The evaluation of the subject will be carried out throughout the semester through different activities. The evaluation of the blocks will consist on evidence submissions during the process and a final evidence of the entire subject.

  • Block 1: will start in mid-February and early March.
  • Block 2: will start in mid-March and end in late April.
  • Block 3: will start at the end of April and end at the end of June.

The student is expected to acquire basic training in each of the blocks and therefore, in order to pass the subject, each of the three blocks of content must be approved. The average grade of all blocks will only be made if all assignments and tests in each block are passed with a minimum score of five out of ten. Although there are activities to be carried out in small groups, the grades will be individual, so that not necessarily all members of the group must be evaluated with the same grade.

The results of each of the assessments will be published on campus within 20 working days of their delivery, and a review date will be offered within 10 days of their publication.

Assessment dates:

  • Group and individual activities-block I: each team will work on part of the content and present the result together between the second and fourth class (15%). At the end of block I, there will be an individual test in class linked to basic theoretical knowledge, on March 11, 2023 (10%).
  • Individual work and joint assessment - Block II: at the end of block 2, on April 29 (25%).
  • Work on a child, developed and exhibited as a group - block III: exhibitions during the last two classes in June (20%).
  • Case analysis activity to be solved in class individually: June 10 (30%).
  • Re-evaluation: Monday 1 July from 5-7pm, group 61 and 62 together.

If a student fails an activity, the teaching team will study the case and decide whether or not the suspended student has the right to recover the  activity and how they can try to recover. Thus, students who during the course have adequately monitored the subject (attendance, participation and deliveries) and still have some specific aspect not achieved, will be given the opportunity to pass the subject, or either by carrying out additional independent and individual work, or a written test or both. This test will have a maximum grade of Pass (5). If you finally do not recover the evaluation activities of each of the blocks, it will mean that you have not reached the minimum expected and you will suspend the subject with a final grade that will be the grade of the suspended activity or the corresponding average of the suspended activities of the blogs A student who has not delivered or participated in any assessment activity will be considered NP (Not Presented).

Students who repeat the subject can request, at the beginning of the course, to the teaching staff of the subject, to be able to carry out only a final summary assessment (it can be a test and/or an assignment). If they don't ask for it, the assessment will continue.

Unique assessment

Students who, at the beginning of the academic year, take the option of a unique assessment through the procedures provided by the faculty and inform the teaching staff, will be assessed on June 10th. At the beginning of the class the student will hand in a specific assignment linked to each of the 3 blocks (50%) and there will be a written evaluation in class linked to the contents of the whole subject (50%). To pass the subject, the student must pass the assignment and the written test with a minimum punctuation of 5 to be able to make the average grade between both parts. Only the written test will be recoverable. The recovery evaluation will take place on July 1st from 5-7pm in the afternoon and will be a single written test.

 The review of the final qualification follows the same procedure as for the continuous assessment.

ATTENTION

In order to pass this subject, the student must demonstrate, in the activities proposed, good general communication skills, both orally and in writing, and a good command of the language contained in the teaching guide. In all activities (individual and group), linguistic correction, writing and formal aspects of presentation will therefore be taken into account. Students must be able to express themselves fluently and correctly and must show a high degree of understanding of 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 in general communicative expression will also be taken into account.

As a future teacher, you must show an attitude compatible with the educational profession as a requirement to pass the subject, as well as an ethical commitment to the profession. Active listening attitudes, arguing, respect for colleagues and teachers, participation, cooperation, empathy, kindness, punctuality or the use of the appropriate mobile or laptop only when necessary for the class are required, others. An ethical commitment to principles is needed


Assessment Activities

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

Bibliography

The bibliography recomended counts with a similar number of authors: women and men.

REQUIRED READINING

OTHER REFERENCES

  • AA.DD. (2007). Estratègies per anar cap una escola inclusiva. Àmbitsde Psicopedagogia, 21, 20-24.
  • AAIDD. Asociación Americana de Discapacidades intelectuales y del desarrollo (2011). Discapacidad Intelectual. Definición, clasificación y sistemas de apoyo. Alianza Editorial.
  • Ainscow, M. (2004). Desarrollo de escuelas inclusivas: ideas, propuestas y experiencias para mejorar las instituciones escolares. Narcea.
  • Albertí, M., i Romero, L. (2010). Alumnado con discapacidad visual.Escuela inclusiva: alumnos distintos pero no diferentes.  Graó.
  • Aldámiz-Echevarría, M.M., Alsinet, J., Bassedas (et al.)(2006) Com ens ho fem?. Propostes per educar en la diversitat.  Graó.
  • Alegret, J., Castanys, E., i Sellarès, R. (2010). Alumnado en situación de estrés emocional. Escuela inclusiva: alumnos distintos pero no diferentes. Graó.
  • Arnaiz, P. (2007). Cómo promover prácticas inclusivas en educación secundaria. Perspectivas. Revista de los centros del profesorado de Andalucía, 14, diciembre. Consejeríade Educación de la Junta de Andalucía.
  • Bassedas, E. (2010). Alumnado con discapacidad intelectual y retraso del desarrollo. Escuela inclusiva: alumnos distintos pero nodiferentes.  Graó.
  • Barton, L. (2009). Estudios sobre la discapacidad y la búsqueda de la inclusividad. Observaciones. Revista de educación, 349, 137-152.
  • Bonals, J., i Sánchez-Cano, M. (cords.) (2007). La evaluación psicopedagógica. Graó.
  • Booth, T. y Ainscow, M. (2005). Index per la inclusió. Guia per a l’avaluació i millota de l’educació inclusiva. Traducción catalán. ICE-UB-Departament d’educació. Generalitat deCatalunya.
  • Cardona, M.C., Gomar, C., Palmés, C., i Sadurní, N. (2010). Alumnado con pérdidaauditiva. Escuela inclusiva: alumnos distintos pero no diferentes.  Graó.
  • Careta, A., y Ballesteros, N. (Coord.) (2023). El valor de los cuidados. La supervisión en contextos profesionales en los que se trabaja con personas. Octaedro. 
  • Carreras, L., Castiglione, F. I Valera, M. (2012). Altas capacidades intelectuales. La asignatura pendentiente. Horsori.
  • Casanova, M.A. (2009). Inclusión educativa en un horizonte de posibilidades.  La Muralla.
  • Castelló. A., i Martínez, M. (1999). Alumnat excepcionalment dotat intel·lectualment. Identificació i intervenció educativa. Generalitat de Catalunya (15).
  • Castillo, T. (2007). La discapacidad está en función del medio en que la personase desenvuelve. A T. Castillo, Déjame intentarlo. La discapacidad: hacia una visión creativa de las limitaciones humanas. (pp. 75-84).
  • Duran, D., Giné, C., i Marchesi, A. (2010). Guia per a l’anàlisi, valoració i reflexió de pràctiques inclusives.  Departament d’Educació. Generalitat deCatalunya.
  • East, V., i Evans, L. (2010). Guia práctica de Necesidades Educativas Especiales. Madrid: Morata.
  • Echeita, G, i Verdugo, M.A et al (2008). “La inclusión educativa del alumnado con necesidades educatives especiales asociadas a la discapacidad, en España. Un estudio prospectivo y retrospectivo de la cuestión vista de las organizaciones no gubernamentales de personas con discapacidad” http://www.uam.es/personal_pdi/stmaria/sarrio/DOCUMENTOS,%20ARTICULOS,%20PONENECIAS,/Informe_final_CIDE__MARZO_08%5B2%5D%5B1%5D%5B1%5D%5B1%5D.pdf 
  • Giné, C., Duran, D., Font, J., Miquel, E. (Eds.).  (2020). L'Educacio Inclusiva. De l'exclusió a la plena participació de tot l'alumnat. Horsori.
  • Gómez, A., Viguer, P., i Cantero, M. J. (Coord.) (2010). Intervención temprana. Desarrollo optimo de 0 a 6 años.  Pirámide.
  • Jarque, J.M. (2018). Escrits per una escola inclusiva. Horsori.
  • Lozano, J., Cerezo, M.C., i Alcaraz, S. (2015). Plan de atención a la diversidad.  Alianza Editorial.
  • Macarulla, I, i Saiz, M, (2009). Bones pràctiques d’escola inclusiva. La inclusió d’alumnat amb discapacitat: Un repte, una necessitat. Barcelona: Graó.
  • Marchesi, A., i Coll, C. i Palacios, J. (1999). Desarrollo psicológico y educación. T.III. Trastornos del desarrollo y necesidades educativas especiales. Madrid: Alianza Editorial.
  • Martinez, M., i Guirado, A. (2010). Alumnado con altas capacidades. Escuela inclusiva: alumnos distintos pero no diferentes. Graó.
  • Mas, J.Mª., i Giné, C. (2010). Cap. V. La familia con un hijo con dificultades o trastornos en el desarrollo. A C.C Mechó, A. Fornós,C. Giné, J.Mª. Mas, i F. Pegenaute, La atención temprana. Un compromiso con la infancia y sus familias. UOC. (pp. 59-80).
  • Miquel, E., i Duran, D. (2007). Portant a la pràctica l’Índex per a la inclusió. Àmbits de psicopedagogia, 21, 15-19.
  • Moya, J., i Anguera,T. (2010). Problemes de comportament en infants i adolescents a Catalunya: trastorns per dèfit d’atenció i trastorns de conducta, necessitats educatives que generen. Generalitat de Catalunya. Educació Inclusiva.
  • ONU (2006). Convención de la ONU sobre los derechos delas personascon discapacidad.  ONU.
  • Pedrosa, E. (2014). Seguirem vivint. Barcelona:ara llibres.
  • Puigdellívol, I. (2004): Incluir es sumar. Comunidades deaprendizaje como modelo de escuela inclusiva. Aula de innovación educativa, 131, 47-50.
  • Pujolàs, P. (2004). Aprender juntos alumnos diferentes. Barcelona: Octaedro.
  • Pujolàs, P. (2006). Cap a una educació inclusiva. Vic: Eumo.
  • Roca, E., Carmona, J., Boix, C., Colomé, R., López, A.,Sanguinetti, A., Caro, M., Sans Fitó, A. (coord..) (2010). El aprendizaje en la infancia y la adolescencia. Claves para evitar el fracaso escolar. Esplugues de Llobregat: Hospital Sant Joan deDéu.
  • Rose, D., i Meyer, A. (2006). A practical reader in universal design for learning. Harvard Education Press.
  • Rose, D. H. (2001). Universal Design for Learning: Deriving Guiding Principles from Networks that Learn. Journal of Special Education Technology 16(1), 66-70.
  • Ruiz, R. (2008). Plans múltiples i personalitzats per a l’aula inclusiva. Vic. Eumo.
  • Susinos, T. (2009). Escuchar para compatir. Reconociendo la autoridad del alumnado en el proyecto de una escuela inclusiva. Revista de Educación, 349, 119-136.
  • Stainback, S. (2001). L’educació inclusiva: definició, context i motius. Suports: Revista Catalana d’Educació Inclusiva, 5(1), 18-15.
  • Stainback, S., i Stainback, W. (2004). Aulas inclusivas. Un nuevo modo de enfocar y vivir el currículum. Narcea. 
  • UNESCO (2008). Las dimensiones inclusivas del derecho a la educación:bases normativas. Marco conceptual.  UNESCO.
  • Urmeneta, M. (2010) Alumnado con problemas de salud. Escuela inclusiva: alumnos distintos perono diferentes.  Graó.
  •  

 Journals

  • Journal of Inclusive Education. London: Routledge
  • Revista de l'Associació Catalana d'Atenció Precoç (ACAP). Barcelona
  • Revista de Educación Especial. Salamanca. Amarú.
  • Revista de Educación Inclusiva. Universidad de Jaén.
  • Revista Española de Síndrome de Down. Santander: FundaciónSíndrome de Down.
  • Revista Internacional de Educación Inclusiva. Chile.Siglo Cero. Madrid: FEAPS.
    Suports. Revista Catalana d'Educació inclusiva i Atenció a les diversitats. Vic: EUMO.

Websites

Departament d’Educació. Generalitat de Catalunya. Professorat. Educació inclusiva.

http://ensenyament.gencat.cat/ca/departament/publicacions/colleccions/inclusio/

Portal d'Educació

http://www.edu365.cat/

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.

http://sid.usal.es

Transforming education through Universal Design for Learning. National Center on Universal Design for Learning

https://obamawhitehouse.archives.gov/blog/2012/05/07/transforming-education-universal-design-learning

Centro para el control y la Prevenciónde 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.

http://faros.hsjdbcn.org/ca

CAST. Learning y UDL

http://www.cast.org/

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

http://www.xtec.cat/dnee/

Fundació Bofill. Escola inclusiva i inclusió escolar

http://www.fbofill.cat/videos/escola-inclusiva-i-inclusio-escolar-dos-conceptes-que-cal-diferenciar-j-m-jarque

 

 

 


Software

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.