Universitat Internacional de Catalunya - Barcelona

Educational Intervention for Students with Sensory and Motor Disorders

• code 10163
• course 4
• term Semester 1
• type op
• credits 6

Main language of instruction: Spanish

Other languages of instruction: Catalan,

Head instructor

Dra. Mariana FUENTES - mafuentes@uic.es

Office hours

Professor Mariana Fuentes

Office: D-102

Apointments through email

mafuentes@uic.es

The expression "person with disabilities" is the correct form to refer to men and women that because of a deficit in a corporal structure or function, present an abscence or limitation in their functional capacity, it is, the possibility to perform an activity, mental or physical, between the parameters of the persons of the same age, cultural level, personal circumstances.

Motor disabilities

Two sessions devoted to teach conceptual bases of motor disabilities and class-room intervention with these students.

Visual disabilities

Two sessions in the CRE ONCE Barcelona with specific professionals about educational intervention with blind an low vison students.

Deafness

Three sessions about deaf and hard of hearing students, linguistic intervention, classroom intervention. Visit to a school. which includes deaf students. 

To know the current education law

To know the concept of educational inclusion

To know attention to diversity and active methodologies

To understand the basic processes of teaching- learning in kindergarten.

Motoric disabiblity

To let the students know:

-Ethiology

-Develop criteria of inclusive education taking into account OMS.

-Different suport materials to enable active participation of all the students.

To put into practise methodologies to facilitate inclusion of students with motoric disabilities.

Visual disability 

To let the students know:

-The ONCE resources centre

-The legal frame

-The task performed by the centre psychopedagogical team.

-Interventions with families with boys or girls with disabilities.

-To experiment and understand low vision.

-TIC/TAC tools and methodologies for inclussion of pupils with low vision and blindness.

Deafness

To let the students know:

-Conceptual basis of Auditive disability, ethiology, classifications.

-Education legal frame

-How resources centres (CREDA) work.

-To understand auditive disabilities.

-Methodologies to enhance communication and authonomy of deaf students.

-Methodologies of intervention and inclusion in the class-room and the school.

-Types of linguistic intervention with deaf children.

-An introduction to deaf-blindness and intervention with deaf-blind students.

• CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
• CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
• CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
• CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
• CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
• CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
• CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
• CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
• CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
• CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
• CG-03 - To be able to communicate in English at level B1, according to the Common European Framework of Reference for languages (CEFR).
• CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
• CG-10 - To be familiar with the elements that make up entrepreneurial spirit, the different levels of proficiency and how to develop this skill as much as possible.
• CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.

Motor disability

-Ethiology

-Developing criteria of inclusive education taking into account OMS.

-Different suport materials to enable active participation of all the students at the classroom and at school.

Methodologies to facilitate inclusion of students with motor disabilities.

Visual disability 

-Concept of visual disability, ethiology

-Legal frame for the attention of children with blindness or low vision.

-The ONCE Resources Centre and the task performed by the centre psychopedagogical team.

-Interventions with families with children with disabilities.

-To experiment and understand low vision.

-TIC/TAC tools and methodologies for inclussion of pupils with low vision and blindness at school.

Deafness

-Conceptual basis of Auditive disability, ethiology, classifications.

-Education legal frame

-Specific and general resources centres (CREDA; EAP)

-Understanding auditory disabilities.

-Methodologies to enhance communication and authonomy of deaf students.

-Methodologies of intervention and inclusion in the class-room and the school.

-Types of linguistic intervention with deaf children.

-An introduction to deaf-blindness and intervention with deaf-blind students.

Exam about each part

Making a synthesis portfolio and presenting it orally.

It is necessary to approve each part (Intellectual D, and ASD)

Procés de detecció i avaluació de l’alumnat amb discapacitat visual.

q  BONALS,Joan, SÁNCHEZ-CANO, Manuel (coords.). Manual de asesoramiento psicopedagógico. Capitulo 20: El alumnado con déficit visual. Editorial Graó. Barcelona. (1997).  ISBN: 978-84-7827-522-9.

q  BONALS,Joan, SÁNCHEZ-CANO, Manuel (coords.). La evaluación psicopedagógica. Capítulo 11: La evaluación psicopedagógica del alumnado con déficit visual. Editorial Graó. Barcelona. (2005). ISBN: 84-7827-366-2.

Orientació i assessorament familiar.

q  CHECA, Javier; DÍAZ, Pura; PALLERO, Rafael. Psicología y Ceguera. Manual para la intervención psicológica en el ajuste a la deficiencia visual. Capítulo 5: Intervención Psicológica para el ajuste a la deficiencia visual en la infancia y en la adolescencia. Madrid: ONCE (2003) ISBN: 84-484-0123-9

Autonomia personal i Baixa visió.                                             

q  Curso Básico de Autoaprendizaje sobre "Relación y Comunicación con Personas con Ceguera y Deficiencia Visual.

      http://www.once.es/otros/trato/

El suport educatiu en l’escolaritat obligatòria.

q  BARRAGA, Natalie. Textos reunidos de la doctora Barraga. Madrid: ONCE (1997) ISBN: 84-484-0093-3

q  FROSTIG, Marianne; HORNE, David i MILLER, Ann-Marie. Figuras y formas. Guía para el maestro. Madrid: Médica Panamericana, S.A. (1973) ISBN: 84-85320-28-X

q  CHAPMAN, E.J.; TOBIN, M.J.; TOOZE, F.H. i MOSS, S. “Look & Think”. Madrid: ONCE (1997) ISBN: 84-484-0094-1

q  BUENO, M. i TORO, S. Deficiencia visual. Aspectos psicoevolutivos y educativos. Archidona: Aljibe (1994) ISBN: 84-87767-20-6

q  BUENO, M.; ESPEJO, B.; RODRÍGUEZ, F. i TORO, S. Niños y niñas con baja visión. Recomendaciones para la família y la escuela. Archidona: Aljibe (1999) ISBN: 84-95212-24-2

q  BUENO, M.; ESPEJO, B.; RODRÍGUEZ, F. i TORO, S. Niños y niñas con ceguera. Recomendaciones para la família y la escuela. Archidona: Aljibe (2000) ISBN: 84-95212-71-4

q  MARTÍNEZ, I. i POLO, D. Guía didáctica para la lectoescritura braille. Madrid: ONCE (2004) ISBN: 84-484-0149-2

q  ARDANAZ, L.; et al. La escuela inclusiva. Prácticas y reflexiones. Barcelona: Graó (2004) ISBN: 84-7827-325-5

Recursos digitals i eines tiflotècniques per l’alumnat amb discapacitat visual.

q  Adreça del servidor de l’Once. Es poden descarregar versions demostració dels diferents programes i adaptacions tiflotècniques.

           ftp://ftp.once.es/pub/utt/tiflosoftware/

q  Accés a les notícies més importants relacionades amb ceguesa i tecnologia.

          http://cidat.once.es/home.cfm?id=2&nivel=1&orden=2

q  Accés al catàleg de productes tiflològics i tiflotècnics que comercialitza o distribueix l’Once.

           http://cidat.once.es/home.cfm?excepcion=5

q  Curs D332: Estratègies TAC per a la inclusió de l'alumnat amb discapacitat visual.

          http://www.xtec.cat/formaciotic/dvdformacio/materials/td332/guia.html

q  Curs D232: Estratègies per a la inclusió de l'alumnat amb discapacitat visual.

           http://www.xtec.cat/formaciotic/dvdformacio/materials/td232/