Universitat Internacional de Catalunya

Educational and Organizational Aspects of Special Needs Education

Educational and Organizational Aspects of Special Needs Education
6
10107
4
First semester
op
Main language of instruction: Catalan

Other languages of instruction: Spanish,

Teaching staff


Mrs. PONS MUDARRA, Cristina - cpons@uic.es

Professor: Cristina Pons

Via email: cpons@uic.es

Introduction

The treatment of children with special needs in the educational environment has gone through different moments throughout history, parallel to the evolution of the educational system. Currently, according to the current school regulations in Catalonia, DECRET 150/2017 on the inclusive education model, it is considered that students with special needs must be able to develop their learning process in an ordinary school environment. Therefore, classroom management to offer a diverse educational response forms an educational theme inherent in the teaching task.

 

In order to face the challenge of responding to each and every child, with their different characteristics, teaching professionals need to deepen their psycho-pedagogical training, in the knowledge of the various realities that affect students and in the knowledge of the appropriate didactic strategies to provide an adequate response to their educational needs.

 

The subject aims to contribute to the training of future teachers, based on the knowledge of a series of proposals for reflection and lines of action, for the improvement of the educational action of ALL students.

Pre-course requirements

  • To understand the educational and learning processes of children in their family, social and school contexts.
  • To know the developments in the evolutionary psychology of childhood.
  • To be familiar with the basics of early care.

Objectives

 

  • Discover different models of educational response to assist the diversity of the current classroom

  •  
  • Be able to design organizational classroom proposals, employing different strategies and mitjans, to offer an educational response tailored to the needs of the classroom and each particular student (classroom management, resources,...)
  •  
  • Mastering the specific terminology of the area, sent to build a coherent discourse providing scientific argumentation to justify his critical-reflexive position.
  •  
  • Know different measures to analyze school educational practices regarding the care of students with NESE
  •  
  • Being able to analyze the school educational realities of the classroom and design proposals, based on the different measures, to offer an educational response adjusted to the particularities of each infant or group.
  •  
  • Analyze the special evolution of educational models, understanding the social impact of the proposal.

Competences/Learning outcomes of the degree programme

  • CEM-09 - To acquire resources to favour the educational integration of students with additional needs.
  • CEM-59 - To acquire a practical knowledge of the classroom and its management.
  • CEM-60 - To be aware of and employ interactive and communicative processes in the classroom, as well as to master the social skills and abilities required to promote an environment favouring learning and classroom harmony.
  • CEM-61 - To monitor the educational process, especially the teaching and learning processes, through mastery of the necessary techniques and strategies.
  • CEM-62 - To relate theory and practice to the classroom and school context.
  • 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-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.
  • 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.
  • CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
  • 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-05 - To be familiar with the elements that make up analytical thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-06 - To be familiar with the elements that make up systemic thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-07 - To be familiar with the elements that make up critical thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-08 - To be familiar with the elements that make up reflective thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • 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 gets in touch with his students and encourages them to get in touch with him, promoting different types of teaching-learning activities to meet the educational needs of each one, making them feel comfortable.
  2. 2. On a practical level, they know the theories of communication, group dynamics and intercultural communication, and especially the repercussions of these theories on their actions to address the diversity of students.
  3. Conceives teaching-learning situations in special education full of content that students must learn, depending on their specific educational needs.
  4. 4. Promotes and facilitates learning in early childhood, from a globalizing and integrating perspective of the different cognitive, emotional, psychomotor and volitional dimensions to provide the best response in special education
  5. 5. Is familiar with the theories of development and special education of children of all ages, knows the different educational practices to respond to their singularities and is aware that they are determined.
  6. 6. Adapts interventions to the needs and characteristics of students who have learning, adaptation or handicap difficulties.
  7. 7. Is familiar with the strategies that students use to learn, their specific learning needs, their level of personal and cognitive development, the problems that will arise and knows how to deal with them.
  8. 8. Detects learning problems and obstacles, and designs an appropriate plan or method, together with other professionals.
  9.  9. Efforts to obtain a correct vision of the level of mastery that students have of the subject and their work systems to meet their special needs.
10. Use forms of organization, teaching aids and educational materials that support learning objectives and activities.

11. It is consistent in the application of concrete, functional procedures and with the agreements accepted by the students.

12. Make a constructive contribution in different meetings and other forms of collaboration at school.

15. Is up to date on the latest discoveries in the fields of pedagogy and teaching methodology in special education that affect their own teaching practice.

17. Integrates information and communication technologies into teaching-learning activities to be able to attend to the diversity of students, in teaching management and in professional development.

18. Communicates his argued ideas and expresses himself correctly in the oral and written language of instruction.

20. Promotes and facilitates in the contexts of learning and coexistence, at school and in relation to the environment, attention to the unique educational needs of students, gender equality, equity and respect for rights humans.

21. Contributes educational ideas and actions to the problems, situations and cases that arise in special education.

22. Takes initiatives and is entrepreneurial in the situations posed by his teaching activity in the special education classroom.

31. Knows and applies the processes and criteria for curricular adaptation to care for students with special educational needs.

Syllabus

PART 1  Current school reality: Educational models Historical evolution of special education 

Conceptualization and current educational trends

Three educational models: Special education, mainstream and  inclusio

PART  2.- Organizational and didactic aspects

      • Curricular dessign and planning

      • Centre organization

      • Curricular measures: Units, support,  Multilevel teaching and Universal Design for learning

        • Individual plan

        • Active methodologies: Strategies to work toghether different pupils

 

 

Teaching and learning activities

In person



The organizational approach of the subject seeks to promote the complementarity of styles to promote learning. From master class sessions led by the teaching staff with work sessions in the classroom, encouraging the use of different active methodologies, spaces for reflection and participation in the classroom.

 

There will also be proposals aimed at promoting individual student study and work, taking into account the development of general critical and reflective thinking skills, creativity and quality orientation. Based on this premise, we try to encourage students' self-regulation in relation to their own learning process. Transferring the responsibility of their training process to the student.

 

And finally, group work is also encouraged as a source of personal and professional enrichment, relating it to the specific skills of a teacher in relation to interpersonal, organizational responsibility and collaboration with the professional environment.

COMPETENCES METHODOLOGY TRAINING ACTIVITY
CEM-09 CEM-59 CEM-60 CEM-61 CEM-62 CET-1 CET-2 CET-4 CET-5 CET-6 CG-01 CG-02 CG-03 CG-04 CG-05 CG-06 CG-07 CG-08 CG-09 CG-10 CG-11 Cooperative learning Project-based learning Case studies Presenting method / lecture Problem and exercise solving Practical classes Theory classes Individual / independent study and work Group study and work

Evaluation systems and criteria

In person



The proposed training activities are divided into training activities that should help you practice knowledge, and evaluation activities, where the competencies linked to the activities must be demonstrated. The proposal of these evaluation activities, related to the criteria and learning outcomes (RA) are what constitutes the evaluation system.

The evaluation system consists of two types of evaluation. Continuous evaluation, linked to the monitoring and evolution of learning during the training process. And the final evaluation, which serves to demonstrate the competency integration of the subject. Both types of evaluation are mandatory, therefore, all the activities proposed to pass the subject must be passed.

Below, its specification is detailed:

Final assessment:

Global test (30%) + Oral defense (20%)

50% (9 January 2024)

Progress assessment

Task 1: Center culture.Definition principles

10% (3 October  2023)

 

Task 2:  Center policies.Organization

10 % (24 October 2023)

 

Task 3: Center educational practices. Met.

10% (14 November 2023)

 

Task 4: Educational practices. Group.

10% (5 december 2023)

 

Task 5: Ed. practices. Special Needs

10% (20 december 2024)

Teaching and learning material



Print version