Universitat Internacional de Catalunya
Intervention in Learning Difficulties
Other languages of instruction: Catalan, English
Teaching staff
Contact with students will be through email and after lessons.
Introduction
This subject is aimed at students interested in clinical work with children and teenagers and Educational Psychology. It examines the disorders that have a direct or indirect influence on the learning process in children or young adults. Moreover, it aims to analyse the treatment of these disorders in re-education centres, and the treatment and rules needed in order to ensure inclusiveness in schools and the right teaching process to follow, as well as the best educational and professional guidance.
Pre-course requirements
Students should have previously completed and passed the third-year Educational Psychology course.
Objectives
- To study the possible interventions, techniques, methodologies, and resources in LD and disorders whose characteristics influence learning.
- To learn about the different strategies to pay proper attention to diversity and be aware of how to advise schools and teachers correctly.
- To learn about and understand the difficulties faced by children and young adults and the impact that they have in different contexts. To know what implications LD have emotionally and the co-morbidities that can exist.
- To be able to provide useful guidance to the families of these children or young adults.
Competences/Learning outcomes of the degree programme
- CB02 - Students must know how to apply their knowledge to their work or vocation in a professional manner and have competences that are usually demonstrated through the creation and defence of arguments and the solving of problems within their field of study.
- CB04 - Students must be able to convey information, ideas, problems and solutions to both specialised and non-specialised audiences.
- CE06 - Plan the evaluation of psychological programs and / or interventions, selecting the appropriate indicators and techniques.
- CE12 - The ability to explain and identify the main stages of human development, recognise their progression and identify the characteristic signs and symptoms of the most frequent psychological conditions in each stage of development.
- CE16 - The ability to communicate evaluations in a critical, well-founded manner, respecting the ethical commitment involved in disseminating psychological knowledge.
- CG01 - Capacity for critical and creative thinking, and capacity to investigate and adopt a scientific and ethical approach in distinct professional settings.
- CG03 - The ability to read scientific literature in a critical, well-founded manner, take into account its provenance, situate it within an epistemological framework and identify and contrast its contributions in relation to the disciplinary knowledge available.
- CG06 - Flexibility, respect and discretion in the use of data corresponding to people, groups and organisations.
- CT02 - The capacity to solve problems.
- CT03 - The capacity for analysis and synthesis.
- CT06 - The ability to develop interpersonal skills
- CT08 - The ability to put theoretical knowledge into practice
- CT09 - The ability to communicate adequately, both orally and in writing
Learning outcomes of the subject
- Know the special educational needs and the specific measures of educational support related to learning disorders, language disorder, ASD, ADHD.
- Know the learning needs and characteristics of the students with higher capability and the different intervention techniques, inside and outside school.
- Know the different interventions and adaptations to achieve a complete integration of all the students in the different school areas.
- Know and designs strategies to face learning disorders. Knows the different techniques and resources to learn about LD and disorders that directly affect learning.
- Know the conceptual bases of LD, the interventions and orientations needed in a personal, familiar, and school context.
- Understand, design, and plan educational strategies for the different types of LD or disorders that have a negative impact on the learning process.
- Respect and value diversity as an element of human richness.
Syllabus
- Introduction to learning difficulties, educational needs and disorders of neuro-development that affect learning.
- Intervention in intellectual giftedness.
- Intervention in ASD.
- Intervention in ADHD.
- Intervention in specific learning disorders with difficulties in reading.
- Intervention in specific learning disorders with difficulties in writing.
- Intervention in specific learning disorders with difficulties in maths.
- Intervention in language disorders.
Teaching and learning activities
In person
Written exams (WE)
Class participation (CP)
Case resolution (CR)
Evaluation systems and criteria
In person
Criteria:
Class participation is important in this subject. Case studies and written work will account for 40% of the final mark as the practical part of the subject. Class participation, which must be demonstrated, will account for 10% of the final mark. The exam is worth 50% of the final mark. Both the practical and the theoretical parts must be passed, with a minimum mark of 5.
Written exams (WE)
Class participation (CP)
Case resolution (CR)
Bibliography and resources
García López, Cristina. (2020): “Familias de niños con TEA. Programa de Psicoeducación emocional y apoyo mutuo”. Editorial CEPE. ISBN: 9788418044205.
2. Esquivel Ancona, Fayne. (2020): “Entrevista clínica: Infantil, adolescente, de la salud, familiar y grupal”. Editorial CEPE. Colección: Manual Moderno. ISBN: 9786074488487.
3. Outon Oviedo, Paula. (2018): “Programas de Intervención con Disléxicos. Diseño, implementación y evaluación”. Editorial CEPE. Colección: Educación Especial y Dificultades de Aprendizaje. ISBN: 9788478694327.
4. Llopis Paret, Ana María. De Pablo Marcos, Carmen. Fernández Baroja, Fernanda. (2017): “La dislexia: origen, diagnóstico y recuperación”. Editorial CEPE. Colección: Educación especial y dificultades de aprendizaje. ISBN: 9788485252121.
5. González Navarro, Ana. Martos Pérez, Juan. Llorente Lomí, María. Ayuda Pascual, Raquel. Freire, Sandra. (2018). “Los niños pequeños con autismo. Soluciones prácticas para problemas cotidianos.” Equipo Deletrea. Colección: Educación especial y dificultades de aprendizaje. Editorial CEPE. ISBN: 9788478696734.
6. Llopis Paret, Ana María. De Pablo Marcos, Carmen. Fernández Baroja, Fernanda. (2012). Colección: Educación especial y dificultades de aprendizaje. ISBN: 9788478698530.
7. González, María. Llorente, María. Raposo, José. Martos, Juan. Ayuda, Raquel. Freire, Sandra. (2017). Equipo deletrea. “Trastornos del espectro autista de alto funcionamiento”. Editorial CEPE. Colección: Educación especial y dificultades de aprendizaje. ISBN: 9788478698547.
8. Garrido Landivar, Jesús. (2017) “Programa de actividades para educación especial”. Editorial: CEPE. Colección: Educación especial y dificultades de aprendizaje. ISBN: 9788486235857.
9. Orjales Villar, Isabel. (2017). “Déficit de atención con hiperactividad. Manual para padres y educadores.” Editorial: CEPE. Colección: Educación especial y dificultades de aprendizaje. ISBN:9788478692941.
10.Gonzalez Navarro, Ana María. (2017). “El síndrome de Asperger. Guía para mejorar la convivencia escolar dirigida a familiares, profesores y compañeros. Equipo deletrea. Editorial CEPE. Colección: Educación especial y dificultades de aprendizaje. ISBN: 9788478697267.
11.Orjales Villar, Isabel, Polaino Lorente, Aquilino. (2018): “Programa de Intervención Cognitivo-Conductual para niños con Déficit de Atención con Hiperactividad”. Editorial CEPE. Colección: Programas de Intervención Psicopedagógica y Educativa. ISBN: 9788478693597.
12.Elices Simon, Juan Antonio. Palazuelo Martínez, María Marcela. Del Caño Sánchez, Maximiliano. (2013). “Alumnos con AACC intelectuales, características, evaluación y respuesta educativa.” Editorial CEPE. Colección: Educación especial y dificultades de aprendizaje. ISBN: 9788478699667.
13. Magaz Lago, Ángela. García Pérez, Emmanuel. (2016). “Niños y adolescentes inatentos (TDA) características, diagnóstico y tratamiento psico-educativo”. Editorial CEPE. Colección: Educación especial y dificultades de aprendizaje. ISBN: 9788478695881.
14. Andreu i Barrachina, Llorenç. Aguado Alonso, Fernando. Claustre Cardona i per, María. (2013). “El trastorno específico del lenguaje. Diagnóstico e intervención.” Editorial VOC. ISBN:9788490640890.
15. Mendoza Lara, Elvira. (2016): “Trastorno Específico del lenguaje, Avances en el estudio de un trastorno invisible”. Editorial Pirámide. ISBN: 9788436836196.
16. Galve, José Luis. Trallero, Manuel. (2008). “Fundamentos para la intervención en el aprendizaje de la ortografía (Manual Ortoleco)”. Editorial CEPE. ISBN: 9788478696666.
17. Díaz Marta, Isabel; Ruiz, M.ª Ángeles; Villalobos, Arabella. (2017): “Manual de Técnicas y Terapias Cognitivo-Conductuales.” Editorial Desclée de Brouwer. ISBN: 9788433029508.
18. Labrador Encinas, Francisco Javier; Cruzado Rodríguez, Juan Antonio; Muñoz López, Manuel. (2001). “Manual de técnicas de modificación y terapia de conducta”. Ediciones Pirámide. Colección Psicología. ISBN: 9788436813746.
19. Méndez Carrillo, Francisco Xavier; Espada Sánchez, José Pedro; Orgilés Amorós, Mireia. (2006). “Intervención psicológica y educativa con niños y adolescentes. Estudio de casos escolares.” Ediciones Pirámide. Colección: Psicología. ISBN: 9788436820690
Evaluation period
- E1 08/11/2021 A09 10:00h
- E2 16/06/2022 A06 10:00h