Universitat Internacional de Catalunya

Diversity Needs in Inclusive Schools

Diversity Needs in Inclusive Schools
6
10165
4
First semester
op
Main language of instruction: Catalan

Other languages of instruction: Spanish,

Teaching staff


Professor: Ismael Franco Dueñas

Apointment through email: ifranco@uic.es


 

Introduction

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.

Pre-course requirements

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.

Objectives

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.

 

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-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-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.

Learning outcomes

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.

Syllabus

1. Introduction

  • 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.

  • Centre de recursos
  • EAP
  • ELIC
  • CREDV
  • CREDA
  • CRETDIC
  • Centre Obert
  • Espacios familiares
  • Centres d’escolarització compartida
  • ....

 

 

Teaching and learning activities

In person



 

 

COMPETENCESMETHODOLOGYTRAINING 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

Bibliography and resources

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. (2009). 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.