Specific Educational Sensorial Needs in Early Childhood Education
Code: 105054 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 2500797 Early Childhood Education | OT | 4 |
Contact
- Name:
- José María Sanahuja Gavaldà
- Email:
- josep.sanahuja@uab.cat
Teachers
- Rosa Fortuny Guasch
- Silvia Blanch Gelabert
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
Although it is not a subject that has pre-requisites to be enrolled, it is recommended to have studied the subjects "Educational Processes and Learning", "Educational Inclusion: NEE" and "Development of personality 0-6" in order to facilitate the Understanding of the contents worked.
Objectives and Contextualisation
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
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
Below are the different blocks and contents that will be worked on in class in a more holistic and interwoven way.
BLOCK A: SENSORY CAPABILITIES: AUDITION
1. THE DEVELOPMENT OF SENSORY CAPABILITIES: AUDITION
1.1 Neurophysiological and functional bases of the auditory sensory system.
2. PSYCHOLOGICAL ASPECTS OF STUDENTS WITH HEARING DISORDERS
2.1 Perceptual development in the students.
2.2 Communication and language development.
2.3 Cognitive, personal, emotional and social development.
2.4. The family context.
2.5. Highly sensitive persons
3. EDUCATIONAL RESPONSES: elements, criteria and guidelines for organizing educational action in a context of inclusive school.
3.1 Assessment of educational needs.
3.2. The process of learning and teaching: curriculum adaptations.
3.3. Role of educational services in the schooling: CREDV, among others
BLOCK B: SENSORY CAPABILITIES: VISION
1. THE DEVELOPMENT OF SENSORY CAPABILITIES: VISION
1.1 Neurophysiological and functional bases of visual sensory system
2. PSYCHOLOGICAL ASPECTS OF STUDENTS WITH VISUAL DISORDERS
2.1 Perceptual development in the students.
2.2 Communication and language development.
2.3 Cognitive, personal, emotional and social development.
2.4. The family context.
3. EDUCATIONAL RESPONSES: elements, criteria and guidelines for organizing educational action in a context of inclusive school.
3.1 Assessment of educational needs.
3.2. The process of learning and teaching: curriculum adaptations.
3.3. Role of educational services in the schooling: CREDV
Activities and Methodology
| 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 | 2, 1, 4, 6, 5 |
| Type: Supervised | |||
| Mandatory tutoring group, individual and group work are required | 24 | 0.96 | 2, 4, 6, 5 |
| Type: Autonomous | |||
| Reading theoretical texts, test preparation, preparation and analysis of cases, other activities | 75 | 3 | 2, 1, 6 |
The competences and the methodological option that is taken, require a participatory attitude of the student, that is concrete in 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.
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, keynote sessions will arise with large group, 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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Course work and practical activities in group | 50% | 0 | 0 | 3, 2, 1, 4, 6, 5, 7 |
| Individual writing test | 40% | 6 | 0.24 | 2, 1, 6 |
| individual course work and practical activities into the class | 10% | 0 | 0 | 2, 1, 6 |
The evaluation of the subject is continuous and will be based on a written test (case study) that will have a weight of 40% in the final mark of the subject and in activities / practical work either individual (10% in the final mark) or group (50% in the final mark) . All the evidence must obtain a minimum of 5 to be able to make an average.
Students who have successfully followed the subject during the course and still have some aspect not achieved, will be given the opportunity to pass the subject by completing a final reassessment. In this case, the maximum grade of the re-evaluated block will be 5. In no case, the re-evaluation will be considered to raise the mark obtained.
If finally one of the evidences (for suspension or NP) is not approved, it will mean that the expected minimum has not been reached and the subject with the corresponding qualification for the suspended evidence will be suspended.
The results of the evaluation of each of the evidences must be published on the virtual campus within a maximum period of 20 days after its completion, and a review date must be offered within 10 days after its publication.
The practical work in class may consist of case analysis, creation of teaching materials, problem solving of real situations, analysis of innovative methodologies, analysis and discussion of readings, among others.
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 In this case, all members of the group will have a 0). If during the course of an individual work in class, the teacher considers that a student is trying to copy or discovered any type of document or device not authorized by the teaching staff, the same will be described with a 0, without a recovery option, and therefore, the subject will be suspended.
The treatment of particular cases, doubts, suggestions, etc. should be addressed to the teachers of the corresponding block.
The evaluation of this subject followsthe Criteria and general guidelines for the evaluation of the Faculty of Education Sciences, according to the Agreement of the Academic Organization Committee April 28, 2011, June 4, 2014 and July 28 May 2015.
The final assessment will be on 10 January 2025 and the recovery will be on 31 January 2025.
As a future teacher, we must show an attitude that is compatible with the educational profession as a requirement to pass the subject, as well as an ethical commitment to the profession. Attitudes of active listening, arguing, respect for peers and teachers, participation, cooperation, empathy, kindness, punctuality or the use of the appropriate mobile or laptop are required only when necessary for the class, others An ethical commitment to the deontological principles of the profession is required. If these requirements are not met, the grade of the subject will be 3.
Before delivering evidence of learning, it is necessary to verify that the sources, notes, text citations and bibliographic references have been correctly written in accordance with the APA regulations. and according to the documentation summarized in the UAB sources: https://ddd.uab.cat/pub/recdoc/2016/145881/citrefapa_a2016.pdf
Any change made in the contents of the guide and / or program of the course during thecourse will be agreed with the students that attend that day in class where the possible change is discussed and will be announced later on the virtual campus of the subject . Likewise, the contents exposed in the initial schedule of each block may vary if an agreement is reached between the teacher and the students who attend the class on the day they are proposed. If you remember the modification in the guide and / or program will be informed through the news of the moodle of the subject. Changes can allow adjusting the contents to the characteristics, knowledge, interests and particular rhythms of the class group.
All this information and another one will be uploaded at the beginning of the course in the moodle of the subject that we will use as a communication tool.
Single assessment
Students who, at the beginning of the course, choose to take the single assessment through the procedures provided by the faculty and inform the teaching staff, will be assessed on 10 January 2025. At the beginning of the class a specific work linked to the 2 blocks will be handed in (50%) and a written test will be done in class linked to the contents of the whole subject (50%). In order to pass the course, the work and the written test must be passed with a minimum of 5 in order to obtain the average mark between both deliveries. Only the written test will be recoverable. The recovery will take place on 31 January 2025 and will be a single written test.
The revision of the final grade follows the same procedure as for the continuous assessment.
Bibliography
Albertí, et al. (2016) “Ensenya’m a mirar”. Guia per a la primera estimulació visual. Desenvolupa: La revista de l’atenció precoç. 2-11.
Bueno, J. Et al. (2000). Niños y niñas con ceguera: recomendaciones para la familia y la escuela. Archidona: Aljibe.
Calvo, J.C. et al (2011). Capítulo XI: Recomendaciones y De aquí en adelante. En Calvo, J.C. et al (2011). Mi hijo tiene una pérdida auditiva. Audífonos e Implantes Cocleares. Una guía para padres. Programa Infantil. Phonak-Advanced Bionics (p. 87-94).
Cambra, C. i Valero, J. (2000). Desenvolupament afectiu i socialització de I'alumnat sord durant I'escolarització obligatòria. Suports 4 (2), 166-171.
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Gómez García, M.J., Gómez Massip, M. y Iglesias Vázquez, A. (2007). Inclusión educativa de una niña sordociega: de la identidad al grupo, de la intención comunicativa al lenguaje. En Integración 51, 21-30
Fink Ungerleider, D. (2011). Educational therapy in action: Behind and beyond the office door. Routledge/Taylor & Francis Group.
Harvey, J. (2019). An analysis of mobile applications for early childhood students with bilateral hearing loss. In Early childhood development: Concepts, methodologies, tools, and applications. (pp. 366–377). Information Science Reference/IGI Global. https://doi-org.are.uab.cat/10.4018/978-1-5225-7507-8.ch017
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Kelly, S. M. (2020). Special education transition services for students with visual impairments. In J. P. Bakken & F. E. Obiakor (Eds.), Special education transition services for students with disabilities. (Vol. 35, pp. 83–97). Emerald Publishing.
Lafuente De Frutos, Á.(COORD.) (2000). Atención temprana a niños con ceguera o deficiencia visual.Madrid:ONCE
Leaver, E. (2015). Change blindness. In M. Birkett (Ed.), Teaching Neuroscience: Practical activities for an engaged classroom. (pp. 74–78). Society for the Teaching of Psychology.
Leonhart, M.et al. (1999). Iniciación del lenguaje en niños ciegos: un enfoque preventivo. Madrid: ONCE
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Noguer, A. et al (2004). Tecnología y discapacidad visual. Madrid: ONCE
Sánchez Moreno, D. (2014) La lengua de signos como herramienta de comunicación para bebés oyentes. En Actas del congreso CNLSE (p. 47-56)
Simpson, C. G., & Warner, L. (2010). Successful inclusion strategies for early childhood teachers. Prufrock Press
Vaughan, C. E., & Schroeder, F. K. (2018). Social and cultural perspectives on blindness: Barriers to community integration, 2nd ed. Charles C. Thomas Publisher.
Software
Do not use
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAUL) Classroom practices | 1 | Catalan | first semester | afternoon |
| (TE) Theory | 1 | Catalan | first semester | afternoon |