Universitat Internacional de Catalunya - BarcelonaLearning Difficulties, Developmental Disorders and Inclusive Education
Main language of instruction: Spanish
Other languages of instruction: Catalan, English
It is necessary to have a serious degree of coincidence. In case the grade is very different content, it will be necessary to take the training complements to be determined in each case.
2. Identify the educational needs that allow evaluating the psychoeducational process of students to achieve school inclusion.
3.Propose significant adaptations in different contexts of formal and non-formal learning.
4. Provide educational strategies of attention to students with SEN (learning difficulties, generalized developmental disorders).
5. Facilitate the creation of specific psychopedagogical intervention programs (school environment and work partner).
Competitions Bàsiques
CB-7 Know how to apply the knowledge acquired and know how to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of study.
CB-9 Knowing how to communicate conclusions, knowledge and reasons to specialized and non-specialized audiences in a clear and unambiguous way
CB-10 Possess the learning skills that allow to continue studying in a way, to a great extent, self-directed or autonomous.
Competitions Generals
CG-2 Acquire skills of analysis and synthesis of information obtained in formal and non-formal educational environments in order to pose new questions to psychopedagogical practice.
CG-4 Know how to apply the knowledge acquired and be able to solve problems in complex environments in which the educational psychologist acts
CG-5 Being able to communicate in a reasoned way the decision making in the psychopedagogical field
Transversal Competències
CT-4 Determine the psychopedagogical needs of students, groups and organizations based on the application of different evaluation systems
CT-5 Systematically observe people and contexts and formulate objectives, hypothesis and / or pertinent questions adjusted to specific psycho-pedagogical problems.
CT-6 Analyze the data obtained in the psychopedagogical evaluation and prepare the pertinent reports.
Specific Competitions
CE-4 Determine the psychopedagogical needs of students, groups and organizations based on the application of different evaluation systems
CE-6 Analyze the data obtained in the psychopedagogical evaluation and prepare the pertinent reports.
CE-8 Advise and guide the professionals of education, considering the relevance of the measures of attention to diversity.
CE-13 Evaluate processes, programs, services and methodologies designed and / or developed by psychopedagogues
The learning outcomes that will be required of the students are linked to the selected competences in each case. Among others, we highlight the following:
1. Define the evolutionary characteristics, diagnostic criteria and psychopedagogical needs of students with learning difficulties and developmental disorders.
2. Define learning characteristics and problems Derived from the main developmental disorders.
3. Identify the principles of the inclusive paradigm and recognize the educational practices that favor attention to the diversity of the student body.
4. Established realistic and reasoned Counseling and psychopedagogical counseling objectives for school education professionals, facilitating attention to diversity and favoring equal opportunities from an inclusive orientation.
5. Define the basic principles of the Universal Design of Learning and add usefulness in psychopedagogical intervention.
6. Plan projects and programs for access to the curriculum and the school insertion of students with developmental disorders.
7. Design techniques and strategies to support and guide educators and families
. Concept and typology of Learning Difficulties: written, oral language, mathematics.
2. Evolutionary characteristics, diagnostic criteria and psychopedagogical needs of students with developmental disorders. Intellectual disability, Spectrum Disorder
Autistic (TEA), ADHD.
3. Detection and early intervention.
4. Model of Inclusive Education and Universal Design of Learning
5. Modalities and techniques of psychopedagogical intervention in learning difficulties,
Developmental disorders.
6. Contents and forms of support for teachers and families
Methodologies
Study of theoretical modules
Study of cases
Resolution of exercises and problems
Project-oriented learning
Formation activities
Forums and debates vurtuales
Practical seminars (case studies)
Online tutorials
Seminars
Study and individual work
Objective tests
Written execution tests
Presentation of works / projects
Degree of participation in the forums
According to the theme and criteria of each TFM tutor