Curricular Design and Adaptation
Code: 101685 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| Logopedia | OP | 4 |
Contact
- Name:
- Cristina Laborda Molla
- Email:
- cristina.laborda@uab.cat
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
It is recommended that students take the 4thyear optional subject “communication and oral language in inclusive schools” concurrently.
Objectives and Contextualisation
The methodological objectives of this course are developed within strategies based on directed, supervised and autonomous work.
The main objectives are to:
- Adapt teaching-learning processes to respond tochildren’s special educational needs (SEN) in contexts of diversity.
- Know the educational system and the current curriculum to be able to carry out actions to fulfil specific learning needs.
- Explore different methodological strategies to respond to the SEN of pre-school and primary education students, from the speech therapist point of view.
Learning Outcomes
- CM17 (Competence) Generate an individualised curricular adaptation appropriate to a specific case.
- KM44 (Knowledge) Critically explain the impact of different models of educational integration policy on the use of public resources in the education system.
- KM45 (Knowledge) Explain in a contextualised way speech therapy interventions in the school framework, taking into account the centre's educational project and the role played by the common curriculum in the school environment.
- KM46 (Knowledge) Describe the influence of context and of social and dynamic interaction when assessing special educational needs and designing and planning an intervention.
- KM47 (Knowledge) Explain the special educational needs related to hearing and speech disorders, as well as the methods to promote the integral development of the people targeted by the intervention.
- SM33 (Skill) Use the techniques and tools of the profession to detect and evaluate communicative and linguistic competences in the school environment.
- SM34 (Skill) Prepare policies to address special educational needs or learning difficulties related to language and hearing.
Content
- The Catalan educational context
- Educational System
- Different educational stages
- The 150 decree
- The curriculum
- Foundations and characteristics
- Design and organization of teaching-learning contexts in schools
- Educational school project
- Linguistic project
- Annual programmes
- Class programme (teaching unit)
- Curricular adaptations and production of individualized plans
- Special educational needs: concept, kinds and causes
- Learning difficulties related to audition and speech
- How to develop an individualized plan
- Special resources: SIEI, SIAL, AIS
- Methodological and organizational resources to achieve equity
- School as an inclusive setting
- The role of the speech therapist
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| - Lectures: 26 hours | 24 | 0.96 | |
| - Seminars | 12 | 0.48 | |
| Type: Supervised | |||
| Individual study and team work | 28 | 1.12 | |
| Type: Autonomous | |||
| Lectures, and in-class activitites | 84 | 3.36 |
The course will be structured as a team project (an active methodology, very useful to take into account educational diversity), where involvement and participation of all students will be very important since the very first moment. There will be lectures open to students’ participation and in-class activities (study case, simulations and discussions), highlighting students’ presentations.
Activities in this course are directed, supervised and autonomous.
- Directed activities are led by the teachers, and are carried out in the classrooms. These sessions take place in a large group and they include presentations, thinking and debate of the main contents of the blocks.
- Supervised activities take place outside the classroom and include individual as well as in group tutoring, which aims is to ovecome difficulties, guide tasks and ensure the comprehension of the learning outcomes.
- Autonomous activities are carried out by students independently, and include reading preparation, studying cases and some tasks to ensure the best academic achievement of the student.
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 |
|---|---|---|---|---|
| EV1: Legislative context presentation (oral, face to face) | 10% | 1 | 0.04 | KM44, KM46 |
| EV2:Question research project (oral, face to face) | 35% | 1 | 0.04 | KM47, SM33 |
| EV3: Case study (paper) | 20% | 0 | 0 | CM17, SM33, SM34 |
| EV4: Educational material adaptation (paper) | 35% | 0 | 0 | CM17, KM45 |
This course follows a continuous assessment process, so it does not consider single assessment or a synthesis test.
|
Evidence code |
Name |
Weight |
Format (oral, written or both) |
Authorship (individual, group or both) |
Mode (in-class, on line or both) |
Due Date |
|
EV2 |
Question research project presentation |
35% |
Oral |
Group |
In-class |
week 10-11 |
|
EV3 |
Case study |
20% |
Writting |
Individual |
In-class |
week 14 |
|
EV4 |
Instructional material adaptation |
35% |
Writting |
Group |
Online |
week 18 |
|
EV1 |
Legislative context presentation |
10% |
Oral |
Group |
In-class
|
week 5-6 |
Results obtained for each of the evaluation activites will be given to the students 15 days after their submission as maximum grades, and will be posted on the Campus Virtual. Students have the right to carry out a review of the assessment of their activities in a individual tutorial session with the professor, in the 10 days following the publication of the grades.
Feed-back of assessment activities:
|
Feed-back |
Kind of feed-back |
Week |
|
Written |
EV3: From the rubric EV4: From the rubric |
18 19 |
|
In class |
EV 1: From the rubric EV2: From the rubric |
7 12-13 |
Students who have given 40% evaluation activities do not have the right to a "not present" in the acts of the course.
Students who have successfully followed the course during the course, and still have some aspect not achieved, will be given the opportunity to overcome the results.
The final grade will be an average of the four activities with a minimum of a 5 for each of them. The course will be passed with a minimum of a 5. All the activities must be done to pass the course. The maximum grade for a repeated activity is 5.
Artificial Intelligence (AI) tools are allowed as part of the course project development, provided that the final result reflects a significant contribution from the student, including personal analysis and reflection. Students must clearly identify which parts were generated using AI, specify the tools used, and include a critical reflection on how these tools influenced the process and final outcome. Lack of transparency in the use of AI will be considered a breach of academic integrity and may result in a penalty of 0 in the activity.
According to UAB regulations, plagiarism or copying of any work or written test will result in a grade of 0 for the entire course, with no opportunity to retake it—whether the work was individual or group-based (in which case, all group members will receive a 0). If, during an individual in-class assignment, the instructors determine that a student is attempting to cheat or is found with unauthorized documents or devices, the student will receive a 0 with no possibility of recovery, thereby failing the course.
The Faculty assessment rules are in https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Bibliography
Basic bibliography
GENERALITAT DE CATALUNYA (2008): Currículum. Educació Infantil. Barcelona: Departament d’Ensenyament.
GENERALITAT DE CATALUNYA (2008): Currículum. Educació Primària. Barcelona: Departament d’Ensenyament.
GISTAL(Grup d’Investigació sobre Sordeses i Trastorns en l’Adquisició del llenguatge)(2002)L’ alumnat sord a les etapes infantil i primària. Criteris i exemples d’intervenció educativa.Bellaterra, Servei de Publicacions de la UAB.
ECHEITA, G. (2006) Educación para la inclusión o educación sin exclusiones. Madrid: Narcea.
GINÉ, C. (coord.) (1996). Trastorns del desenvolupament i Necessitats Educatives Especials. Barcelona: UOC./Intervenció psicopedagògica en els transtorns del desenvolupament. Edició del 2000.
PUIGDELLÍVOL, I. (1992): Programació d’aula i adequació curricular. El tractament de la diversitat. Barcelona: Graó.
MACARULLA, I. SAIZ, M. (Coord)(2009) Bones pràctiques d'escola inclusiva. La inclusió d'alumnat amb discapacitat: un repte, una necessitat.Barcelona: GRAO (166)
MARCHESI, A. . [et al.] (1999): Desarrollo psicológico y educación. 3. Trastornos del desarrollo y necesidades especiales. Madrid:Alianza editorial.
Additional bibliography
ALDÁMIZ M. i altres(2000) Com ens ho fem? Propostes per educaren la diversitat Barcelona: Grao nº 119.
A.A.V.V. (1993): Necesidades educativas especiales. Málaga: ediciones Aljibe.
ALVAREZ, L. SOLER, E. (1996): La diversitat en la pràctica educativa: modelos de orientación y tutoría. Madrid: Editorial CCS. Col·lecció Campus 3.
AINSCOW, M. (1994): Necesidades especiales en el aula. Madrid: UNESCO-Narcea.
ARNAIZ, P.. i LOZANO, J. (1996) Proyecto curricular para la diversidad. Psicomotricidad y lectoescritura. Madrid: Ed. CCS
CELA, J. [et al.] (1997): El tractament de la diversitat en l’etapa d’infantil i primària. Barcelona: Dossiers Rosa Sensat.
COLL, C. (1987): Psicología y currículum. Barcelona: Cuadernos de Pedagogía-Laia.
EISNER, E.W. (1987): Procesos cognitivos y currículum. Una base para decidir lo que hay que enseñar. Barcelona: Martínez Roca.
FERRÁNDEZ,A. (Coord.) (1997): Didàctica general. Barcelona, UOC.
GARCIA PASTOR, C. (1995): Una escuela común para niños diferentes: la integración escolar. Barcelona: EUB.
GARCIA VIDAL, J. i GONZÁLEZ MANJÓN, D. (1998 3a edició): Evaluación e informe psicopedagógico. Una perspectiva curricular. Vol. I. Madrid: EOS.
GALLARDO, J.R. (1995,2a edició): Manual de logopedia escolar. Un enfoque pràctico. Málaga: Ediciones Aljibe.
GENERALITAT DE CATALUNYA (1996): Atenció a la diversitat a l’ESO: 50 idees per a l’acció. Barcelona: Departament d’Ensenyament.
GENERALITAT DE CATALUNYA (2003): L’ús del llenguatge a l’escola. Propostes d’intervenció per a l’alumnat amb dificultats
GIMENO, J. (1988): El currículum, una reflexión sobre la práctica. Madrid: Morata.
GIMENO, J. i PÉREZ, A. (1988): Comprender y transformar. Madrid: Morata.
GIROUX, H. A. i FLECHA, R. (1992): Igualdad educativa y diferencia cultural. Barcelona: Roure.
HANKO, G. (1993): Las necesidades educativas especiales en las aulas ordinarias. Barcelona: Paidós.
HEGARTY y otros(1998) Aprender juntos. La integración escolar. Madrid: Morata
GONZÁLEZ, D. (1993): Adaptaciones Curriculares: guia para su elaboración. Málaga: Aljibe.
LOPEZ MELERO,M.(1993) Lecturas sobre integración escolar y social .Barcelona: Paidos
LOUGHLIN,C.E.; SUINA,J.H.(1982):El ambiente de aprendizaje: diseño y organización.Madrid:MEC/Morata,1987
LLUCH, X i SALINAS, J. (1996): La diversidad cultural en la práctica educativa. Madrid: M.E.C.
MARTÍN, E; MAURI, T., (COORDS) (2011): Orientación educativa. Atención a la diversidad y educación inclusiva. Bacelona: Graó.
MINISTERIO DE EDUCACIÓN Y CIENCIA (1992): Adaptaciones curriculares. Madrid: MEC “Cajas rojas”
Monogràfic (1993b): Educar en la diversidad. Cuadernos de Pedagogía, 212.
Monogràfic (1998): Comprendre la diversitat en educació. Educar, 22 i 23.
MUÑOZ, E. (1992): Desenvolupament curricular i educació en la diversitat. Barcelona: ICE-UAB.
MUÑOZ, E. i RUÉ, J. (Coords.) (1993): Educació en la diversitat i escola democràtica. Bellaterra: ICE-UAB.
PALACIOS, J. (1996): La adaptación en Andalucía. Sevilla. Junta de Andalucía.
PARDO, A.Mª.I BARLET, X. (1990) Reflexiones sobre el trabajo con padres. Revista de Logopedia, Foniatría, Audiología, vol. 10, nº 1.
PÉREZ-CAMPANERO, Mª. P. (1991): Cómo detectar las necesidades de intervención socioeducativa. Madrid: Narcea.
PUIGDELLÍVOL, I. (1998): <spanstyle="text-decoration: underline;">La educación especial en la escuela integrada. Barcelona: Graó.
RUÉ, J. (1992): Què farem de la diversitat? Crònica d’Ensenyament, 43, pp. 4-6.
RUÉ, J. i TEIXIDOR, M. (1991): Diversitat i agrupament d’alumnes. Bellaterra: ICE-UAB.
RUIZ I BEL, R. (1989): Adapataciones curriculares individualitzades per als nens amb necessitats educatives especials. Barcelona: Generalitat de Catalunyna.
SANZ DEL RÍO, S. (1995): Integración de alumnos con Necesidades Educativas Especiales. Panorama Internacional. Madrid, Real Patronato.
STAINBACK, S. (1999): Aulas inclusivas. Madrid: Narcea.
UNESCO (1994): Declaración de Salamanca y Marco de Acción sobre Necesidades Educativas Especiales. París, UNESCO-MEC
UNESCO (1995): Las Necesidades Especiales en el Aula. Materiales para la formación de profesores. París: UNESCO.
WANG C.M. (1998): Atención a la diversidad del alumnado. Madrid: Narcea.
Software
Not use in this course.
Groups and Languages
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (SEM) Seminars | 111 | Catalan | first semester | morning-mixed |
| (TE) Theory | 1 | Catalan | first semester | morning-mixed |