Diversity Needs in Inclusive Schools
Main language of instruction: Catalan
Other languages of instruction: Spanish,
Head instructor
Dra. Mariana FUENTES - mafuentes@uic.es
Office hours
Apointment through email: mafuentes@uic.es
The assignment aims to contribute to teacher training, through a series of proposals of reflection and performance lines, to enhance education of students with special educational needs (SEN) as well as every student education.
To be able to study the subject. Attention to Diversity, the student needs to be able to:
- To understand the educational and learning processes in the 0-6 year age period, in the family, social and school contexts.
- To become familiar with developments in the evolutionary psychology of childhood in the 0-3 and 3-6 year age periods.
- To become familiar with the basics of early care.
- To recognize the characteristics of the stage and its cognitive, psychomotor, communicative, social and affective features.
1.To analyze the concept of diversity needs and current legal frame of attention to diversity.
2.To know different models of educational response to diversity.
3.To perform a deep study of educational or social services, and analyze them critically.
4.To understand the need of cooperation between education agents.
5. To promote respect attitudes about children, their families and other education agents.
6. To develop a methodology including bibliographical research and carefull elaboration of works.
The student analyses the concept of diversity needs and the current legal frame of attention to diversity.
The student knows different models of educational response to diversity.
The student performs a deep study of educational or social services, and analyses them critically.
The student understands the need of cooperation between education agents.
The student promotes respectful attitudes about children, their families and other education agents.
The student develops a methodology including bibliographical research and carefull elaboration of works.
Concept of diversity
Diversity and Special Education Needs
Educational politics to attend diversity
2.Educational Inclusion-The Index for inclusion
3. Strategies for the attention of special needs of immigrant and foreign pupils.
4: Ill children: The hospital class-room
5: Family and diversity
6: The SIEI (Intensive Support for Inclusive Education)
7: Students of minority groups
8: ICT tools and proposals for attention to diversity in the class-room
9. High abilities students
10: Support to infancy and adolescence. Services and centres. Educational and social services.
The methodologies used are:
Cooperative learning
Case studies
Expositive method
Solving exercises and problems
The activities include:
Theorical and practical classes
Group work
Individual /autonomous work
Seminars/ workshops
Tutories
COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
---|---|---|
CEM-08 CEM-09 CEM-20 CEM-28 CET-1 CET-2 CET-5 CET-6 CET-7 CG-01 CG-02 CG-04 | 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 |
Groupal work
Individual /autonomous work
Oral presentations and debates
Exams
Auto-assessment activities
Exam 50% of the final qualification
Research work (PBL) 30% of final qualification
Other activities 20% of the final qualification
Important dates:
8/October work presentation
21/November Services presentation
26/November EXAM
28/November Services written work presentation
LEARNING OUTCOMES | EVALUATION SYSTEM |
---|---|
Objective tests Group project presentations | |
Objective tests Group project presentations | |
Oral presentations Group project presentations | |
Oral presentations Group project presentations | |
Oral questions Group project presentations | |
Oral presentations Objective tests Group project presentations |
Bibliografía
Ainscow, M. (1999).Tendiéndole la mano a todos los estudiantes: algunos retos y oportunidades. En Francisco de Borja Jordán de Urríes Vega y Miguel Ángel Verdugo Alonso (Coords.). Hacia una nueva concepción de la discapacidad : Actas de las III Jornadas Científicas de Investigación sobre personas con discapacidad. Amarú.
Atenció a la diversitat. Document de la Generalitat de Catalunya. Departament d’Ensenyament.
Caixa d’eines 08. (2008). Llengua, interculturalitat i cohesió social. Cap a un currículum més inclusiu. Generalitat de Catalunya. Departament d’Educació. 1a edició. Octubre de 2008
Domínguez, M.C:, Luna, M., Prieto, Lidia, Rodríguez, Mª L. y López, S. (2008). Manual de servicios, prestaciones y recursos educativos para el alumnado con necesidades específicas de apoyo educativo. Junta de Andalucía. Consejería de Educación. Dirección General de Participación e Innovación Educativa. ISBN: 978-84-691-8121-8.
Echeita, G. (2005). Perspectivas y dimensiones críticas en las políticas de atención a la diversidad. Alambique, Didáctica de las Ciencias Experimentales, 44. 7-16.
Fernando, G.(2012). Pueblo gitano, género y educación: investigar para excluir o investigar para transformar. International Journal of Sociology of Education, 1(1): 71-92.
Florian, L. & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal. 37 (5): 813–828.
Giné, C., Durán, D., Font, J., Miquel, E. (2009). La educación inclusiva De la exclusión a la plena participación del alumnado. ICE-Horsori.
Informe de valoració de les unitats de suport a l’educació especial (USEE). Generalitat de Catalunya. Departament d’Educació.
López, I. y Fernández, A. (2006). Hospitalización infantil y atención psico-educativa en contextos excepcionales de aprendizaje. Revista de Educación, 341: 553-577.
Macarulla, I. Y Saiz, M. Buenas prácticas de escuela inclusiva. La inclusión de alumnado con discapacidad: un reto, una necesidad. Graó.
Parrilla, A. (2002). Acerca del origen y el sentido de la educación inclusiva. Revista de Educación, 327: 11-29.
Resolución del Parlamento Europeo, de 2 de abril de 2009, sobre la educación de los hijos de los inmigrantes Diario Oficial de la Unión Europea.
Resolució de 19 de juny de 2012 per la qual s’aprova el document per a l’organització i el funcionament de les escoles i dels centres públics d’educació especial, i les instruccions de recollida de dades a efectes estadístics, per al curs 2012-2013. Document de la Generalitat de Catalunya. Departament d’Ensenyament.
Roldán, C. (2010). Educación especial e inclusión: aportaciones desde la investigación. Revista Educación y Pedagogía, 22 (56).
Stainback, S., Stainback, W y Jackson,J. (1999). Hacia las aulas inclusivas. Narcea.
Tovías, S. (1995). Teresa San Román: Una societat multicultural, una societat complexa.(Entrevista). L’Avenç, 198.