Specific Cognitive Educational Needs in Early Childhood Education
Code: 105052 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| Early Childhood Education | OT | 4 |
Contact
- Name:
- Cristina Laborda Molla
- Email:
- cristina.laborda@uab.cat
Teachers
- Natalia Contreras Gonzalez
- Mario Raul Montero Camacho
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
It is recommended to have studied the subjects "Educational Inclusion: NEE" and "Development of personality 0-6."
Objectives and Contextualisation
This subject is part of Subject Inclusive Education. Within the framework of the current inclusive school, a context in which the teacher, as an agent of innovation and diversity management, facilitates the transformation of the ordinary school in order to increase its capacity for attending all students, emphasizing on students with specific cognitive educational needs. The two training objectives to be achieved are:
- Design teaching-learning processes to attend the educational needs of the students in contexts of diversity.
- Promote processes of educational inclusion within a collaborative framework in multiprofessional spaces.
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
BLOCK A: FOUNDATIONS OF THE TEACHING-LEARNING PROCESS.
1. Conceptual clarification and conceptualization of the disability.
2. Fundamentals of cognitive processing models and their educational bases.
3. Symbolic language in students with cognitive disabilities.
4. Strategies for educational development in different cognitive syndromes.
4.1 School context.
4.2 Family context.
4.3 Social context.
BLOCK B: THEORETICAL FOUNDATIONS
5. Cognitive development and basic cognitive processes: Attention, perception and memory. Learning processes: intrapersonal, interpersonal and socio-environmental factors.
6. Concept of intellectual capacity.
6.1 Conceptualization of high intellectual capacities.
6.2 Evolutionary characteristics of students with intellectual disabilities and high abilities.
6.3 High intellectual capacities and intellectual disability within the framework of the inclusive school. Regulatory framework.
7. Evaluation of high capacities and intellectual disability. Improved detection and subsequent psycho-pedagogical care. Strong and weak points.
8. Educational services in intellectual disability and in high capacities.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Analysis of documents, student presentations, films, reflections on basic aspects of content, etc. | 45 | 1.8 | 2, 6 |
| Type: Supervised | |||
| Telematic work, guided by guidelines provided by the teaching staff. | 30 | 1.2 | 4, 5 |
| Type: Autonomous | |||
| Individual and group preparation of works, readings and case analysis. Study of the material and preparation for the tests | 75 | 3 | 2, 1, 6 |
The training activities that take place in this subject are of a supervised and self-directed type:
The face-to-face classes are directed by the teachers of the subject and are carried out in the spaces of the Faculty. There are classes in a large group that combine the exhibition, reflection and debate of the main contents and elements of discussion of the different blogs. There are also small group tasks to analyze and discuss the activities proposed by the teaching staff in order to complement the theoretical sessions.
Activities supervised by the teacher outside the classroom include individual and group tutorials, both physical and virtual, which must be used to solve difficulties, orient tasks and ensure the understanding of the learning of the subject.
Self-employed work is carried out by the student independently and involves the preparation of readings, cases and other types of tasks in order to make the most of the sessions and achieve the objectives of the subject
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: Practical work Part A: Individual reflection (weekly) | 20% | 0 | 0 | 1, 4, 6, 5, 7 |
| Ev2: Educational action. Part B: individual (due weekly) | 20% | 0 | 0 | 3, 2, 4, 5 |
| Ev3:Materials fair (group) (15/06/26) | 60% | 0 | 0 | 3, 1, 6 |
Continuous Assessment:
Block A of the subject
• Weekly submission of reflections on the sessions (25%). Individual. Submission: session of the following week.
• Production and Presentation of Materials (Materials Fair). (25%) Group work. Date: 15/06/26
Block B of the subject
• Weekly submission of Educational Actions (25%). Individual. Submission: session of the following week.
• Production and Presentation of Materials (Materials Fair). (25%) Group work. Date: 15/06/26
Single assessment:
• Learning Portfolio on each of the topics in Block A (25%). Submission: 15/06/26
• Learning Portfolio on each of the topics in Block B (25%). Submission: 15/06/26
• Practical individual intervention project (50%) applied to a case, with oral defence of the same. Date: 15/06/26
Resit (Recovery):
The recoverable assessment evidence includes the Materials presented at the Materials Fair and the individual practical action project.
Date for the resit of both continuous and single assessment: 22/06/26
Important Considerations:
• All assessment components must achieve a minimum score of 5 in order to calculate the final average.
• Feedback, reviews or grading of assessment components must be published on the virtual campus within a maximum of 15 days after completion, and a review date must be offered within the 10 days following publication.
• An assessment will be considered "Not gradable" when the student has not submitted 100% of the written test and coursework, and at least 75% of classroom activities.
• From the second enrolment onwards, students may opt for a synthesis exam consisting of a case study and a written test. In this case, the subject grade will correspond to the synthesis test result.
• For this subject, the use of Artificial Intelligence (AI) technologies is allowed exclusively for: bibliographic or information search, translations, and idea generation for practical work. Each student must clearly identify which parts were generated using such technologies, specify the tools used, and include a critical reflection on how these influenced the process and final outcome of the activity. Lack of transparency in AI use will be considered academic dishonesty and the component will be graded with a 0, without resit possibility.
• Students must be proficient in the language in which assessment tasks are presented. Spelling errors or difficulties in expression in the vehicular language will be taken into account in each assessment.
• According to UAB regulations, plagiarism or copying of any assignment or written test will be penalised with a final grade of 0 for the subject, with no option to resit, whether the work was individual or group-based (in the latter case, all group members will receive a 0).
• Students are expected to display a professional attitude: active listening, respect, participation, empathy, punctuality, critical thinking, and appropriate use of electronic devices, among others. This course adopts the ethical principles of the profession.
• It is recommended to review that sources, notes, quotations, and bibliographic references are written correctly following APA guidelines, in accordance with the UAB summary documents: https://ddd.uab.cat/pub/guibib/113512/modelapa_a2021a.pdf
• Questions, doubts, suggestions, or personal case handling should be addressed to the corresponding block professor.
Bibliography
AAIDD (2010). Intellectual Disability. Definition, Classification, and Systems of Supports. Washington, D.C.: American Association on Intellectual and Developmental Disabilities. Traducció al castellà: AAIDD (2011). Discapacidad Intelectual. Definición, Clasificación y Sistemas de Apoyo. Madrid: Alianza Editorial.
AAMR (2007). Escala d’intensitat dels suports. Manual de l’usuari. Barcelona: APPS.
AAMR (2006). El retard mental. Definició, classificació i sistemes de suport. Vic: EUMO Editorial. (Aquesta obra és la traducció al català del Manual de l'AAMR de 2002).
Arellano, A. y Peralta, F. (2013). Autodeterminación de las personas con discapacidad intelectual como objetivo educativo y derecho básico: estado de la cuestión. Revista Española de Discapacidad, 1 (1), 97-117. doi: http://dx.doi.org/10.5569/2340- 5104.01.01.05
Duran, D., Giné, C. y Marchesi, A. (2010). Guia per a l’anàlisi, la reflexió i la valoració de pràctiques inclusives. Barcelona: Departament d’Educació.
Departament d’Ensenyament (Generalitat de Catalunya) (2013). Les altes capacitats: detecció i actuació en l'àmbit educatiu - Guia per a mestres i professors, Servei de Comunicació i Publicacions.
Departament d’Ensenyament (Generalitat de Catalunya) (2013). Les altes capacitats: detecció i actuació en l'àmbit educatiu - Guia per als equips d'assessorament i orientació psicopedagògica (EAP) i els orientadors dels instituts, Servei de Comunicació i Publicacions.
Echeita, G. i Aiscow M. (2010). La Educación inclusiva como derecho. Marco de referencia y pautas de acción para el desarrollo de una revolución pendiente. Ponencia II Congreso Iberoamericano de Síndrome de Down. https://www.uam.es/personal_pdi/stmaria/sarrio/DOCUMENTOS,%20ARTICULOS,%20PONENECIAS,/Educacion%20inclusiva%20como%20derecho.%20Ainscow%20y%20Echeita.pdf
European Union Agency for Fundamental Rights – FRA (2014). The fundamental rights of persons with intellectual disabilities and persons with mental Health problems. https://fra.europa.eu/en/publication/2010/fundamental-rights-persons-intellectual-disabilities-and-persons-mental-health
Federació Allen i Càtedra de Innovació Social de la Universitat de Lleida. Alsinet, C., Feliu, B., Torres, M. (2017). Revisió del model dels serveis de suport per a les persones amb discapacitat intel·lectual i del desenvolupament. http://www.allem.cat/uploads/news_files/0bf2671633e5c53f6e825fc29584731b5fb930af.pdf
Giné, C. (coord.); Basil, C.; Bolea, E.; Díaz-Estébanez, E.; Leonhard, M.; Marchesi, A.; Riviére, A. y Soro-Camats, E. (2003).Trastorns del desenvolupament i necessitats educatives especials. Barcelona: Edicions de la Universitat Oberta de Catalunya.
Pallisera, M. (2011) Apoyando proyectos de vida inclusivos: Claves para transformar las prácticas socioeducativas de personas adultas con discapacidad intelectual. Revista de Educación Inclusiva 3(3), 69-87.
Pallisera, M., Fullana, J., Vilà, M., Jiménez, P., Castro, M., Puyaltó, C., Montero, M. y Martín, R. (2014). Análisis de los apoyos que reciben los jóvenes con discapacidad intelectual en su transición a la vida adulta en España: una investigación a partir de experiencias de profesionales y personas con discapacidad”, Revista Española de Discapacidad, 2 (2), 27-43.
Salazar Chavez, B. M. (2017) La lectoescritura como facilitador de la integración social en alumnos con discapacidad intelectual. Ciencia y futuro 7(1), 147-162.
Sánchez, J. L. (2004) Enseñar a leer a los alumnos con discapacidad intelectual: una reflexión sobre la pràctica.
Bibliografia complementària
Bronfenbrenner, U. (1987). Ecología del desarrollo humano. Cognición y desarrollo humano. Barcelona: Paidós. http://psicopedagogosrioiv.com.ar/wordpress%20colegio/wp-content/uploads/2017/07/la-ecologia-del-desarrollo-humano-bronfenbrenner-copia.pdf
Diari Ara 06/12/2018. Unes 100.000 persones amb discapacitat intel·lectual podran votar en les pròximes eleccions generals. http://www.ara.cat/societat/100000-persones-discapacitat-podran-votar-proximes-eleccions_0_2138186284.html
DINCAT. Autogestors i autorepresentació. http://www.dincat.cat/ca/autogestors-i-autorepresentació_13139
Font, J. (2005). La evaluación del alumnado con retraso mental. En A M. Sánchez-Cano, A. M. i Bonals, A. J. (Coords.). La evaluación psicològica. Barcelona: Graó, pp.417-450.
Flórez, J. (2014). Retos de la Neurociencia en el Siglo XXI. El reto de la discapacidad intel·lectual. Conferencia pronunciada en la Real Academia Nacional de Medicina, Madrid, 6 de junio de 2014.
Gifré Monreal, M. i Esteban Guitart M. (2012). Consideraciones educatives de la perspectiva ecològica de Urie Bronfenbrenner. Contextos Educativos: Revista de Educación 15, 79-92. ConsideracionesEducativasDeLaPerspectivaEcologicaD-3972894.pdf
Laborda, C. y González, H. (2017). Estudio cualitativo sobre discapacidad intelectual y trabajo protegido. La orientación como herramienta para mejorar la calidad de vida. Revista Española de Orientación y Psicopedagogía 28 (3), 82-98.
Plancarte, P. (2017). Inclusión educativa y cultura inclusiva. Revista Nacional e Internacional de Educación Inclusiva, 10(2) pp 213-226.
Plena inclusión. Una educación inclusiva para una vida plena. Recuperat el 29/04/2019. https://www.plenainclusion.org/que_hacemos/educacion-inclusiva
Plena inclusión. Programa de ciutadania activa. Recuperat el 05/04/2019. https://www.plenainclusion.org/que_hacemos/apoyamos-a-las-personas/ciudadania-participacion
Serra, M. (2008). Quiet. Editorial Empúries.
Sole, A. (2016) Tinc una discapacitat, no una diversitat funcional. Diari ARA. https://www.ara.cat/societat/discapacitat-no-diversitat-funcional_0_1588041214.html
Thomson, J. R.; Schalock, R. L.; Agosta, J.; Teninty, L. y Fortune, J. (2014). How the Supports Paradigm Is Transforming the Developmental Disabilities Service System. Inclusion, 2 (2), 86-99.
Verdugo, M.A. y Bermejo, B.G. (2009). Discapacidad intelectual. Adaptación social y problemas de comportamiento. Madrid: Pirámide.
Vives, M. y Miralles, F. (2014). Si creus en mi, et sorprendré. Barcelona: Columna Edicions.
Software
Not used 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 |
|---|---|---|---|---|
| (PAUL) Classroom practices | 1 | Catalan | second semester | afternoon |
| (TE) Theory | 1 | Catalan | second semester | afternoon |