Subject

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

Teaching staff

Head instructor

Dra. Mariana FUENTES - mafuentes@uic.es

Office hours

Professor Mariana Fuentes

Apointments through email

mafuentes@uic.es

Introduction

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. 

Pre-course requirements

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.

Objectives

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.

Competences / Learning outcomes of the degree programme

  • 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.

Learning outcomes of the subject

 

1. He develops his teaching task oriented to quality from the reflexive analysis of his own activity.

2. Identify, analyze and understand the concept of special education and attention to diversity.

3. Meet the historical evolution of special education.

4. Meet the legislative conditions regarding special education and attention to diversity in Catalonia and Spain.

5. Know and understand the characteristics and educational, affective and social needs of the student with intellectual, sensory, motor or behavioral and personality disorder.

6.Know the tools for assessing the educational needs of students with intellectual, sensory, motor or behavioral and personality disorder.

7. Design educational intervention plans aimed at students with special educational needs derived from intellectual, sensory, motor or behavioral and personality disorder.

8. Knows, understands and applies the didactic, curricular and technological resources for the attention to students with permanent or transitory educational needs.

9. Know and apply the curricular adaptation processes and criteria for the attention of students with special educational needs.

 

Syllabus

Motor disability

• Description and analysis of the motor disability.

▪ Reflection and knowledge of the OMS’s terminology (health, international classification of the functionality, school inclusion...).

▪ Real case treatment in order to make an approach to disability and the participation at school.

▪ Cooperative learning as an strategy to favour active and effective participation from all the students.

▪ Knowledge from the different support materials and accessibility adjustments.

▪ Participation in different physical cooperative challenges.

 

Visual disability

• Concept, characteristics and etiology of visual impairment

• Developmental aspects of chilldren with visual impairment   

• Development of language and communication.

• The schooling of children with visual impairment. Criteria.

• Learning characteristics and educational needs of the visually impaired student.

• Resources and strategies for the attention to specific educational needs derived from the visual impairment. Curriculum access strategies, didactics and new technologies.

• Family counseling and advice.

 

Hearing disability

• Description and analysis of the hearing disability. Hearing disability concept. Ranks and types of HD. Classifications. Etiology. Hearing impairment detection.

• Legal framework.

• The deafness conceptions through history. The medical perspective and the sociocultural perspective of deafness.

• General and specific educational services: EAP i CREDA.

• Cognitive and linguistic development of the students with hearing disability.

• Communication of deaf children. Communication systems for the deaf students’ education. The oral communication and the gestural communication. Sign language. Sign languages from Spain: Catalan Sign Language (LSC) and Spanish Sign Language (LSE). The cochlear implants.

• The educational support in pre-school and primary education. Professionals who intervene.

• The class intervention of students with HD.

• The assistive technology. Digital resources for students with hearing disability.

 

 -The deafblindness. Ranks and types of deafblindness. Etiology. Communication in the congenital deaf-blind child. Communication and intellectual development. Communication of the deaf-blind people.

Teaching and learning activities

In person

COMPETENCESMETHODOLOGYTRAINING ACTIVITY
CEM-08 CEM-09 CEM-20 CEM-25 CEM-26 CEM-28 CET-1 CET-2 CET-3 CET-4 CET-5 CET-6 CET-7 CG-01 CG-02 CG-03 CG-04 CG-09 CG-10 CG-11 Cooperative learning
Case studies
Presenting method / lecture
Problem and exercise solving
Practical classes
Theory classes
Individual / independent study and work
Group study and work
Seminar-workshops
Tutorials

Evaluation systems and criteria

In person

 

Exam about each part

Making a synthesis portfolio and presenting it orally.

It is necessary to approve each part (Visual D., Auditory D.  and Motor D.)

LEARNING OUTCOMESEVALUATION SYSTEM
Degree of participation
Objective tests
Self-evaluation
Project presentations
Learning dossier

Bibliography and resources

D.visual

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

q  Bonals, J., Sánchez-Cano, M. (coords.). Manual de asesoramiento psicopedagógico. Capitulo 20: El alumnado con déficit visual. Editorial Graó. Barcelona. (1997).  ISBN: 978-84-7827-522-9.

q  Bonals, J., Sánchez-Cano, M. (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, J. ; Díaz, P.; Pallero, R. Capítulo 5: Intervención Psicológica para el ajuste a la deficiencia visual en la infancia y en la adolescenciaEn Psicología y Ceguera. Manual para la intervención psicológica en el ajuste a la deficiencia visual.  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, N. (1997). Textos reunidos de la doctora Barraga. Madrid: ONCE. ISBN: 84-484-0093-3

 

q  Frostig, M.; Horne, D. i Miller, A-M. (1973). 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. (1997). Look & Think. Madrid: ONCE. ISBN: 84-484-0094-1

 

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

 

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

 

q  Bueno, M.; Espejo, B.; Rodríguez, F. i Toro, S. (2000). Niños y niñas con ceguera. Recomendaciones para la família y la escuela. Archidona: Aljibe. ISBN: 84-95212-71-4

 

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

 

q  Ardanaz, L. et al. (2004). La escuela inclusiva. Prácticas y reflexiones. Barcelona: Graó. 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/

 

D. Auditiva


Ahlgren, I; Hyltenstam, K. (1994) Bilingualism in Deaf Education. Signum. Hamburg.

Alonso, P. et al.; (2003). Libro blanco de la Lengua de Signos Española en el sistema educativo. CNSE. Madrid.

Cedillo, P. (2004). Háblame a los ojos. Octaedro.

Collel, S. y García, C. (2006). El mundo al alcance de las manos. Una aproximación a la sordoceguera y al tiempo de ocio de los niños. En Fernández-Viader, M.P y Pertusa, E. (Eds). El valor de la mirada: Sordera y educación. Ediciones de la Universidad de Barcelona.

Bellés, R. (Cood); (1995). Modelos de atención educativa a niños sordos. IMEB i Universitat Ramon Llull.

Fernández-Viader, M.P. (1996). La comunicación de los niños sordos : interacción comunicativa padres-hijos. Madrid : Confederación Nacional de Sordos de España Fundación ONCE.

Fernández Viader, M.P. y Pertusa, E. (Coords); (2005). El valor de la mirada, sordera y educación. Barcelona: Servei de Publicacions de la Universitat de Barcelona.

Humphries, T., Kushalnagar, P., Mathur, G., Napoli, D. J., Padden, C., & Rathmann, C. (2014). Ensuring Language Acquisition for Deaf Children: What Linguists Can Do. Language, 90, 31-52.
http://dx.doi.org/10.1353/lan.2014.0036

Marchesi, A. (2001). Desarrollo y educación de los niños sordos. En Desarrollo psicológico y educación III. (2a edició). Alianza Editorial. Madrid.

Marschark, M. (2009). Raising and educating a deaf child. Oxford University Press.

Massone, M. I. y Machado. E. M. (l994). Lengua de Señas Argentina. Análisis y Vocabulario Bilingüe. Buenos Aires: Edicial.

Nunes, T, Burman, D, Evans, D, Bell, D (2010). Writing a language that you can’t hear. En: N Brunswick, S McDougall, P Davies (eds.) The role of orthographies in reading and spelling. Hove: Psychology Press/Taylor and Francis. 109-128.

Nunes, T. & Bryant, P. (2006). Improving literacy by teaching morphemes. London: Routledge.

Nunes, T. & Moreno, C. (2002). An intervention program for promoting deaf pupils' achievement in mathematics. Journal of  Deaf Studies and  Deaf Education, 7(2):120-33.

Nunes, T. (2004). Teaching mathematics to deaf children. Wiley. ISBN: 978-1-86156-340-8.

Nunes, T. and Bryant, P. (1996). Children doing mathematics. Wiley. ISBN: 978-0-631-18472-0.

Sacks, O. (2003). Veo una voz: viaje al mundo de los sordos. Anagrama.

Gómez Viñas, P. (2000). La sordoceguera: intervención psicopedagógica. En Aspectos evolutivos y educativos de la deficiencia visual. Vol II. ONCE.

Janssen, M.J., Riksen-Walraven, J.M., & van Dijk, J.P.M. (2002). Enhancing the quality of interaction between deafblind children and their educators. Journal of Developmental and Physical Disabilities, 14, 87-109.

Janssen, M.J., Riksen-Walraven, J.M., & van Dijk, J.P.M. (2003a). Contact: Effects of an intervention program to foster harmonious interaction between deaf-blind children and their educators. Journal of Visual Impairment & Blindness, 97, 215-228.

Janssen, M.J., Riksen-Walraven, J.M., & van Dijk, J.P.M. (2003b). Toward a diagnostic intervention model for fostering harmonious interactions between deaf-blind children and their educators. Journal of Visual Impairment & Blindness, 97, 197-214.

Vervloed, M.P.J., van Dijk, R.J.M., Knoors, H, & van Dijk, J.P.M. (2006). Interaction between the teacher and the congenitally deafblind child. American Annals of the Deaf, 151, 336-344.

 

 


 

 

 

 

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