Universitat Internacional de Catalunya

Educational Intervention for Students with Mental Disabilities

Educational Intervention for Students with Mental Disabilities
6
10108
4
First semester
op
Main language of instruction: Spanish

Other languages of instruction: Catalan,

Teaching staff

Introduction

The current educational system is based on the principle of inclusion as a basic paradigm in schools. This model defends attention to diversity as a learning reality and requires teachers and specialists to know in depth different disorders and pathologies that interfere with learning processes. Learning disorders can be caused by physical, sensory, intellectual or psychological causes.


Students who have intellectual disabilities for different causes or etiologies, have a certain cognitive, personal, social and emotional functioning that leads them to have specific needs in their learning process. Knowing the current concept and definition of intellectual disability and the evaluation of functionality as well as the definition of the needs profile, will help us understand the educational inclusion of these students in all its dimensions.


Students who access learning with different personal sensory conditions such as visual or auditory problems have specific educational needs both at a methodological and personal level that must be answered. Students with mobility problems will also require specific and specific supports for each type of motor disorder.


Throughout this subject we will delve deeper into the different disorders that define different learning profiles, their characteristics, and the work in each of the areas and their adaptation to the school environment as well as the educational services that are involved.

Pre-course requirements

• Know the current educational law
• Have previous concepts about educational inclusion
• Know the attention to diversity and active methodologies.
• Know the basic processes of standardized learning in infant and primary education

Objectives

1. Special education or educational inclusion:

  • Type of student
  • Inclusive systems in ordinary education

2. Regarding the student with an Intellectual Disability:

  • Characteristics, evolution and development of the person with Intellectual Disability.
  • Classification and etiology of Intellectual Disability.
  • The development of language in Intellectual Disability.
  • Functionality and autonomy.
  • Schooling criteria.
  • Educational needs derived from Intellectual Disability.
  • Strategies for attending to the educational needs of the student with Intellectual Disability.
  • Resources and strategies for accessing the curriculum. Early Childhood Education / Primary Education and transition to secondary school.
  • Education in leisure time.
  • Affective education in disability.
  • Intellectual disability and adult life.

3. Regarding Visual Impairment:

  • Publicize the Center for Educational Resources for visually impaired students: who we are and what we do.
  • Contextualize our work on diversity within the current legislative framework.
  • Get to know the work carried out by the specific Psychopedagogical Team: professionals, attention criteria, scope of action and functions.
  • To make known the explanatory model of the adjustment process to the visual impairment.
  • Facilitate general knowledge about interventions with the families of visually impaired students.
  • Experience and understand low vision.
  • Know techniques and strategies to enhance the autonomy of visually impaired students.
  • Know different methods and techniques in order to facilitate the inclusion of visually impaired students in the different educational stages.
  • To make known the technical adaptations used by blind and low-vision students to work with the computer, and methodological strategies for using standard and specific software.
  • Know some basic guidelines for the selection and/or adaptation of digital materials accessible to visually impaired students.
  • Know different computer access devices and standard and specific software to work on the different curricular areas in the Early Childhood and Primary Education stages.

4. Regarding Hearing Impairment:

  • To make known the conceptual bases of the study of the DA; Grades and types; etiology; various classifications.
  • Contextualize care for hearing impaired students within the current legislative framework.
  • Make known what CREDAs are and how they work.
  • Understanding hearing impairment.
  • To publicize strategies to enhance the communication and autonomy of students with hearing impairment
  • To know the communication systems for the education of students with AD.
  • Know guidelines for intervention in the classroom with students with AD.
  • Get to know the professionals involved in educational support for boys and girls with AD.
  • Know different methods and techniques in order to facilitate the inclusion of hearing impaired students in the different educational stages. Know and make a critical analysis of the educational placement of students with AD.
  • Know the approaches to language intervention with students with AD.
  • Know some basic guidelines for the selection and/or adaptation of digital materials accessible to hearing impaired students.
  • Contextualize the problem of deafblindness.
  • Know guidelines for intervention with deafblind children.
  • Understanding the situation of deafblind students.

5. Regarding Motor Disability:

  • Know the etiology and typology of physical disability
  • Develop the criteria for educational inclusion according to the World Health Organization
  • Know different support materials that will facilitate the active and effective participation of all students
  • Apply appropriate methodologies to facilitate the inclusion of students with motor disabilities

6. Educational services:

  • New Inclusive Education Decree of 2017
  • Educational services and networking with other services (Health and Social Welfare)
  • Support system

7. Techniques and methods of multi-sensory and psychomotor stimulation.

  • Intervention / therapies outside the educational system:
  • Neuro-sensory stimulation
  • body work
  • Global intervention in development

8. Family guidance and support.

  • Expectations of representations between teachers and families
  • Family-school relationship with children with SEN
  • Services-family-school coordination

Competencies

  • CEM-03 - To become familiar with the basics of early care.
  • CEM-04 - To recognize the characteristics of the stage and its cognitive, psychomotor, communicative, social and affective features.
  • CEM-07 - To identify learning difficulties and cognitive dysfunctions and their relation to attention.
  • CEM-08 - To know to inform other professional specialists in order to set up collaboration between the school and the teacher to deal with any special educational needs that arise.
  • CEM-09 - To acquire resources to favour the educational integration of students with additional needs.
  • CEM-13 - To attend to the needs of the students and transmit confidence, calmness and affection to them.
  • CEM-25 - To identify disorders of sleep, eating, psychomotor development, attention, hearing and sight.
  • CEM-26 - To collaborate with professional specialists to resolve these disorders.
  • 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.
  • 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-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-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

1. He takes initiatives and shows himself to be an entrepreneur when faced with the situations that arise in his teaching activity in the special education classroom.
2. Develops his quality-oriented teaching work based on reflective analysis of his own activity.
3. Identify, analyze and understand the concept of special education and attention to diversity.
4. Know the historical evolution of special education.
5. Know the legislative conditions regarding special education and attention to diversity in Catalonia and Spain.
6. Knows and understands the educational, emotional and social characteristics and needs of students with intellectual, sensory, motor disabilities or behavioral and personality disorders.
7. Know and apply the tools for assessing the educational needs of students with intellectual, sensory, motor disabilities or behavioral and personality disorders.
8. Designs educational intervention plans aimed at students with special educational needs arising from intellectual, sensory, motor disabilities or behavioral and personality disorders.
9. Knows, understands and applies didactic, curricular and technological resources for the care of students with permanent or transitory educational needs.
10. Knows and applies the processes and criteria of curricular adaptation for attention to students with special educational needs.

Syllabus

• Characteristics of DV and school intervention.
• Characteristics of DA and school intervention.
• Characteristics of DM and school intervention.
• Characteristics of DI and school intervention. (The S. of DOWN)
• Networking in entities and bodies and functions that help the school inclusion of students: CREDA, CREDV, EAP, CDIAP, physiotherapy...
• Techniques and methods of multi-sensory and psychomotor stimulation.
• Family guidance and support. School-family relationship with children with SEN

Teaching and learning activities

In person



TRAINING ACTIVITY                                                 

 METHODOLOGY

Master Class                                                           

Theoretical Class

Case Study                                                              

Theoretical Class  

Practical Classes                

Critical Reading                                                             

Autonomous Learning        

Individual Work

Preparation and performance of assessable activities

Individual work 

Solving exercises and problems

Practical classes

Independent Study and Exercise Work

Individual Work                                                        Independent Learning

Evaluation systems and criteria

In person



First call:

  • 40%: Written test with test-type questions and development and/or identification questions
  • 50%: Practical cases
  • 10%: Attendance and participation in the different activities carried out in class

A minimum of 5 is required in the written test and to have completed all the evaluative learning activities in order to calculate the subject average and pass.

The evaluation will always respect the general regulations established in the Degree of Psychology regarding spelling mistakes, redaction and plagiarism.

Second call:

  • 40%: Written test with test-type questions and development and/or identification questions
  • 50%: Practical cases (same mark as in the first call)
  • 10%: Attendance and participation in the different activities carried out in class (same grade as in the first call)

A minimum of 5 is required on the written test to average. The subject is passed with a minimum average of 5 taking into account all the parts evaluated (passed and failed).

The evaluation will always respect the general regulations established in the Degree of Psychology regarding spelling mistakes, redaction and plagiarism.

ASSESSMENT SYSTEM

The students’ active attendance in class reflects their degree of involvement through their level of interest and their interaction with the lecturer and the rest of their classmates.

An individual written test that includes the most general and relevant aspects of the subject matter under evaluation. These exams will assess the students’ ability to listen to and understand the main ideas of the course content, as well as their ability to understand the literature specific in their area of study and use the relevant terminology. The written exams will also assess concepts specific to the degree programme’s various subjects. They will be structured into partial and/or final exams, final exercises, online questionnaires and the analysis of scientific articles.

Students will be asked to deal with case studies, in order to apply the theoretical content learned in class in a real or simulated situation.

Bibliography and resources

Basic:

  • Basil, C; Rossell, C. (2010) Alumnado con discapacidad motriz: 009 (Escuela Inclusiva), Graó, Barcelona
  • Cardona, Gomar, Palmés, Sadurní. (2010). Alumnado con pérdida auditiva. (Escuela Inclusiva) Graó, Barcelona
  • González Pérez, J. (2003) DISCAPACIDAD INTELECTUAL: Concepto, evaluación e intervención psicopedagógica. Editorial CCS. Madrid
  • Perpiñá, S. (2018)Tengo un alumno con síndrome de Down : Estrategias de intervención educativa. Madrid, Narcea
  • Verdugo, MA y P. Navas (2021) DISCAPACIDAD INTELECTUAL. Definición, diagnóstico, clasificación y sistemas de apoyos. (12ª edición) de Asociación Americana de Discapacidades Intelectuales y del Desarrollo (AAIDD) 
  • Verdugo, M. A.; Gutiérrez, B.  (2009). Discapacidad intelectual: Adaptación social y problemas de comportamiento. Madrid, Pirámide

D.visual

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

  • 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.
  • 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.

  • 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.                                             

El suport educatiu en l’escolaritat obligatòria.

  • Barraga, N. (1997). Textos reunidos de la doctora Barraga. Madrid: ONCE. ISBN: 84-484-0093-3
  • 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
  • Chapman, E.J.; Tobin, M.J.; Tooze, F.H. i Moss, S. (1997). Look & Think. Madrid: ONCE. ISBN: 84-484-0094-1
  • Bueno, M. i Toro, S. (1994). Deficiencia visual. Aspectos psicoevolutivos y educativos. Archidona: Aljibe. ISBN: 84-87767-20-6
  • 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
  • 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
  • Martínez, I. i Polo, D. (2004). Guía didáctica para la lectoescritura braille. Madrid: ONCE. ISBN: 84-484-0149-2
  • 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.

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

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

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

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

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

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

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

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

  •  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.

Evaluation period

E: exam date | R: revision date | 1: first session | 2: second session:
  • E1 16/01/2023 A14 08:00h