Educational and Organizational Aspects of Special Needs Education
Main language of instruction: Spanish
Other languages of instruction: Catalan
The subject aims to contribute to teacher training, by knowledge of a series of proposals of reflection and guidelines to the enhancement of education of pupils with SEN and to the enhancement of education of every pupil, two aspects that cannot be understood one without the other.
-To know the vocabulary of Special Education. Basic concepts.
-To analyse the legal frame of educational politics for people with disabilities in Catalonia.
-To identify the historic evolution of special education, doing a comparative based in the authors that studied it.
-To discover different models of educational response to diversity in the class-room.
-To be able to design class-room organizational proposals, employing different strategies to offer an adjusted educational response to the class’ needs and each pupil’s needs (class management, resources...).
-Knows the vocabulary of Special Education. Basic concepts.
-Analyses the evolution of special education from an historical point of view.
-Identifyes the historic evolution of special education, doing a comparative based in the authors that studied it.
-Knows different educational responses to diversity in the class-room.
-Is able to design class-room organization proposals, employing different strategies to offer an adjusted educational response to the class’ needs and each pupil’s needs (class management, resources...).
PART 1 Psychopedagogical bases of special education: Historical perspective. Legal and conceptual frame of Special Education.
Subject 1.- Historical evolution of special education
From segregation to mainstream education
Explanatory models
Legal frame
Subject 2.- Conceptualization and current educational trends
Basic concepts
SEN concept. Warnock Inform, LEC and LOE (LOMCE)
PART 2 Current school reality: Educational models
Subject 1.- Educational models or current lines in special education
Three educational models: Special education, mainstream and inclusion
Beyond mainstream: Concept and levels. Attention to diversity.
Subject 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
The organizational approach of the subject seeks to foster complementarity from classroom lectures led by teachers with classroom work sessions, promoting the use of different active methodologies, spaces for reflection and participation in the classroom.
For this reason, there are proposals aimed to encourage the study and individual work of the student, taking into account the development of the general competences of critical and reflective thinking, creativity and the orientation to quality. Based on this premise, we try to encourage self-regulation of students in relation to their own learning process, transferring the responsibility to the student of his formative process.
And, on the other hand, group work is also promoted as a source of personal and professional enrichment, relating it to the specific competences of the teacher in relation to interpersonal, organizational and collaborative responsibility with the professional environment.
ETG (group work)
Case study > An investigation about the evolution of educational models between generations.
Objectives:
1. Reflection on the evolution of the educational model (Special (segregated), integrating or inclusive) in the last years between generations, from in-depth interviews (semi-open).
2. Analyze, from interviews with 4 people from different generations, the following areas in relation to schooling: Resources and spaces, teachers, colleagues, family-school relation, ...
• 4-member working groups
• Delivery of work in paper format on: date will be informed
• Presentation: Classroom oral presentation: dates will be informed
• The teacher will have work tracking tutorials for groups that consider it appropriate.
COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
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CEM-09 CEM-13 CEM-14 CEM-17 CEM-22 CEM-31 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 Presenting method / lecture Problem and exercise solving | Practical classes Theory classes Individual / independent study and work Group study and work Tutorials |
Training evaluation
1. Elaboration of the activities proposed. Each work establishes its criteria of evaluation. Those will be informed to the students.
2. Objective tests Two objective tests, each one contemplates the development of a block, they are complementary tests.
Evaluation criteria:
- Regarding the delivery of the evaluation activities, these must be submitted to the teacher on the established date.
- No task will be accepted outside the established deadline.
- Works with spelling mistakes will not be allowed, according to the regulations explicitly stated by the faculty.
- The quality of the analysis and reflection on the research carried out.
• The construction of the results contrasted with the contents learned during the course.
• The creativity and the originality of the assignment, presentation and exposition.
• The utilization of the tools used in the oral and written exposition as a resource for the teacher.
Evaluation of the subject
• Exams : 50%
• Group work 20%
• Activities 30%
LEARNING OUTCOMES | EVALUATION SYSTEM |
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Degree of participation Oral presentations Objective tests Group project presentations |