Degree | Type | Year |
---|---|---|
2500797 Early Childhood Education | FB | 3 |
You can view this information at the end of this document.
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 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:
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.
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 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.
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 evaluation of the subject will be carried out throughout the semester through different activities. The evaluation of the blocks will consist of evidence submissions during the process and a final evidence of the entire subject.
The student is expected to acquire basic training in each of the blocks; therefore, 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. Students are expected to show attitudes compatible with their profession to be evaluated, both in class, in interactions and in assignments.
The results of each assessment 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:
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 allowed 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 16th. 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 Monday 30th of June from 16.30-18.00h pm and will be a single written test.
The review of the final qualification follows the same procedure as for the continuous assessment.
ATTENTION
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, among others. An ethical commitment to principles is needed
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.
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 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.
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.
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(SEM) Seminars | 611 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 612 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 613 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 621 | Catalan | second semester | afternoon |
(SEM) Seminars | 622 | Catalan | second semester | afternoon |
(SEM) Seminars | 623 | Catalan | second semester | afternoon |
(TE) Theory | 61 | Catalan | second semester | morning-mixed |
(TE) Theory | 62 | Catalan | second semester | afternoon |