Universitat Internacional de Catalunya

Educational Intervention for Students with Sensory and Motor Disorders

Educational Intervention for Students with Sensory and Motor Disorders
6
10163
4
First semester
op
Main language of instruction: Spanish

Other languages of instruction: Catalan,

Teaching staff


Lecturers:

Elisabet Domènech (edomenech@uic.es)

 

It is necessary to agree an appointment by email.

Introduction

In the event that the health authorities announce a new period of confinement due to the evolution of the health crisis caused by COVID-19, the teaching staff will promptly communicate how this may effect the teaching methodologies and activities as well as the assessment.

This subject is designed for students who are interested in children’s and youth clinics and educational psychology. The aim is to delve deeper into disorders that directly or indirectly affect the learning of children and young people. Emphasize treatment in re-education centers and the treatment and guidelines that are necessary for schools to ensure optimal educational inclusion and a teaching-learning process for them, as well as the best educational guidance and professional.

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 and school

Objectives

  1. To know the possibilities of intervention, techniques, methodologies and resources of the learning disorders (LD) and of those disorders whose characteristics affect the learning.
  2. To acquire the different strategies to achieve attention to real diversity.
  3. To learn and understand the difficulties that these children and young people present and the involvement that these difficulties have in the different contexts.
  4. To identify the implications of TA at the emotional level and the comorbidities that may exist and take this into account in the intervention.
  5. To know how to offer useful guidance to the families of these children and young people.

Competencies

  • 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.
  • 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-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-03 - To be able to communicate in English at level B1, according to 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-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

  • Know the special educational needs and specific educational support needs that arise from learning disorders, language disorders, ASD and ADHD.
  • Know the educational needs and characteristics of the most able students and the different intervention techniques, inside and outside the school environment.
  • To know the different interventions and adaptations to achieve the integral development of the different students in the clinical and school field.
  • Know and design strategies for dealing with learning disabilities. Learn about the different techniques and resources for dealing with BP and disorders that directly affect learning.
  • To know the conceptual bases of the LD, the interventions and the orientations that are necessary in the personal, familiar and scholastic scope.
  • Understand, design and plan educational response strategies for different types of BP or disorders that negatively influence the teaching process.
  • Respect and value diversity as an element of human enrichment.

Syllabus

Topic 1: Introduction to learning difficulties and neurodevelopmental disorders that affect learning

1.1 Specific Educational Support Needs (NESE) and Special Educational Needs (SEN)

1.1.1 Learning disorders and neurodevelopmental disorders.

1.2 Individualized Plan (IP)

1.2.1 When a PI is applied

1.2.2 Process of preparing an IP

1.2.2.1 Planning

1.2.2.2 Drafting

1.2.2.3 Implementation and monitoring

1.2.2.4 Assessment of the learning process and evaluation of the IP

1.3 References

 

Topic 2: Intervention in High Capacities

2.1 Presentation of the case

2.2 Definition and prevalence

2.3 Warning signs

2.4 Features

2.5 Measures and support for students with AACC

2.6 Resolution of the case

2.7 References

 

Topic 3: Intervention in Autism Spectrum Disorder (ASD)

3.1 Case

3.2 Definition and Prevalence

3.3 Warning signs

3.4 Symptoms

3.5 Causes

3.6 Measures and support for students with ASD

3.7 Case Resolution

3.8 References

 

Topic 4: Intervention in Attention Deficit Hyperactivity Disorder (ADHD).

4.1 Presentation of the case

4.2 Definition and prevalence

4.3 Warning signs

4.4 Symptoms

4.5 Causes

4.6 Measures and support for students with ADHD

4.7 Case Resolution

4.8 References

 

Topic 5: Intervention in specific learning disorders with reading difficulties.

5.1 Presentation of the case

5.2 Development of reading skills

5.3 Definition and prevalence

5.4 Warning signs and symptoms

5.5 Causes

5.6 Measures and educational support for students with dyslexia with reading difficulties

5.7 Case Resolution

5.8 References

 

Topic 6: Intervention in specific learning disorders with difficulties in written expression.

6.1 Presentation of the case

6.2 Capacity development in written expression

6.3 Definition and prevalence

6.4 Warning signs

6.5 Causes

6.6 Measures and educational support for students with dysgraphia

6.7 Case Resolution

6.8 References

 

Topic 7: Intervention in specific learning disorders with mathematical difficulty.

7.1 Presentation of a case

7.2 Development of the ability to calculate

7.3 Definition and prevalence

7.4 Warning signs and symptoms

7.5 Causes

7.6 Measures and educational support for students with dyscalculia

7.7 Case Resolution

7.8 References

 

Item 8: Intervention in language disorder.

8.1 Presentation of a case

8.2 Language development

8.3 Definition and prevalence

8.4 Warning signs and characteristics

8.5 Causes

8.6 Educational measures and support for gifted students

8.7 Case Resolution

8.8 References

Teaching and learning activities

In person



  • Theoretical class
  • Autonomous learning
  • Individual work 
  • Debate and discussion
  • Personal Academic Tutoring 

 

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



1st Call:

  • 50% Written content test
  • 10% Group work
  • 20% Individual work
  • 20% Class participation

A minimum of 5 will be required in the written test and in the practical works to be able to calculate the weighted average of the subject and pass. In case of suspension of any of these parts, it will have to recover in 2nd call.

2nd Call:

  • 50% Written content test
  • 10% Group work
  • 20% Individual work
  • 20% Class participation (same grade as in the 1st call)

A minimum of 5 will be required in the written test and in the practical work to make a weighted average. The subject will be approved with a minimum average of 5 taking into account all the evaluated parts (approved and suspended).

Bibliography and resources

American Psychiatric Association - APA. (2014). Manual diagnóstico y estadístico de los trastornos mentales DSM-5 (5a. ed. --.). Madrid: Editorial Médica Panamericana.

Arco Tirado, J.L. y Fernández Castillo, A. (Coords.) (2004). Necesidades educativas especiales. Manual de evaluación e intervención psicológica. Madrid: McGrawHill.

Asociación TEL Galicia. (2014). Trastorno específico del lenguaje. https://www.ttmib.org/documentos/Guia_TEL.pdf

Benedicto-López, P., y Rodríguez-Cuadrado, S. (2019). Discalculia: manifestaciones clínicas, evaluación y diagnóstico. Perspectivas actuales de intervención educativa. RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa25(1).

Carbó, A. G. (2022). Trastorno específico del aprendizaje. Pediatría Integral7, 21.

Decret 150/2017, de 17 d’octubre, de l’atenció educativa a l’alumnat en el marc d’un sistema educatiu inclusiu. Diari Oficial de La Generalitat de Catalunya, 7477, 1–18. (2017). https://portaldogc.gencat.cat/utilsEADOP/PDF/7477/1639866.pdf

El TDAH: detecció i actuació en l'àmbit educatiu. Departament d'Educació (gencat.cat)

Elices Simon, J. A. Palazuelo Martínez, M. M. y Del Caño Sánchez, M. (2013). “Alumnos con AACC intelectuales, características, evaluación y respuesta educativa.” Editorial CEPE. Colección: Educación especial y dificultades de aprendizaje. ISBN: 9788478699667.

Fernandez, M.F., Llopis, A.M., Pablo, C., (2012) Discalculia escolar. Reeducación Logopedica. Madrid ISBN: 978-84-7869-853-0.

Fewell, R. R., y Deutscher, B. (2002). Attention deficit hyperactivity disorder in very young children: Early signs and interventions. Infants & Young Children14(3), 24-32.

Garrido, A., Guilló, N. y Sagarra, M., (2017) Trastorn especific del llenguatge (TEL): Orientacions per a Mestres: Educació infantil i cicle inicial. https://serveiseducatius.xtec.cat/creda-jordiperello/wp-content/uploads/usu975/2020/02/GUIA-TEL-Educaci%C3%B3-Infantil-i-Cicle-Incial-dEducaci%C3%B3-Prim%C3%A0ria.pdf

Gómez Vera, A. B., y Moya Martínez, M. E. (2019). La discalculia y el aprendizaje de las matemáticas. Atlante Cuadernos de Educación y Desarrollo, (agosto).

Matellán, M. D. M. G. (2019). Guía para la integración del alumnado con TEA en Educación Primaria.

Mena Pujol, B. et al. (2011) Guia Práctica para Educadores. El alumno con TDAH. Ediciones Mayo.

Mesibov, G. y Howley, M. (2010). El acceso al currículo por alumnos con trastorno del espectro del autismo. Uso del programa TEACCH para favorecer la inclusión. Ávila: Autismo Ávila.

Orjales Villar, I. (2017). “Déficit de atención con hiperactividad. Manual para padres y educadores.” Editorial: CEPE. Colección: Educación especial y dificultades de aprendizaje. ISBN:9788478692941.

Roca, E., et al (2010). El aprendizaje en la infancia y la adolescencia: claves para evitar el fracaso escolar. Esplugues del Llobregat: Hospital Sant Joan de Déu. https://faros.hsjdbcn.org/sites/default/files/informe_faros_04-fracaso-escolar_esp.pdf

Sans, A., Boix, C., Colomé, R., López-Sala, A., y Sanguinetti, A. (2012). Trastornos del aprendizaje. Pediatría integral16(9), 691-699.

Silva, C. (2020). Método Diverlexia. Intervención psicopedagógica de la dislexia. Málaga. Amazon. Autoedición.

XTEC (s.d.). La dislèxia: detecció i actuació en l’àmbit educatiu. Recuperat de http://xtec.gencat.cat/web/.content/alfresco/d/d/workspace/SpacesStore/0057/78d86f2b8e9e-45e3-ad9e-4641658865ff/dislexiainfpri.pdf

XTEC (s.d.). La dislèxia: recursos i estratègies per a la inclusió de l’alumnat . Recuperat de http://www.xtec.cat/crp-santcugat/dislexiaconferencies.html