Subject

Educational Intervention for Students with Mental Disabilities

  • code 10162
  • course 4
  • term Semester 1
  • type op
  • credits 6

Main language of instruction: Spanish

Other languages of instruction: Catalan

Teaching staff

Head instructor

Dra. Mariana FUENTES - mafuentes@uic.es

Office hours

Professor Mariana Fuentes Loss

It is necessary to agreee date and time via email

 mafuentes@uic.es

Office: D-102

 

 

 

Introduction

The education system focuses on attention to diversity as a model of education in schools. This creates the need to know in depth the different diseases and disorders that interfere with the learning process. Students with intellectual disabilities from different causes have cognitive functioning, personal, social, emotional and determined that imply specific needs in their learning process.

To understand the concept and the current definition of intellectual disability and assessment of educational needs,  help us to understand the educational inclusion of these students.

Throughout this course we will explore the various disorders that define different profiles of learning, their characteristics, and work in each of the areas and their adaptation to the school environment.

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.

Objectives



1. - Regarding students with Intellectual Disabilities:

To make the students know:

Characteristics, evolution and development of the person with intellectual disability.
Classification and etiology of Intellectual Disability.
Language development in Intellectual Disabilities.
Functionality and autonomy.
Enrollment criteria.
Educational needs arising from the Intellectual Disability.
Strategies for the care of the educational needs of students with intellectual disabilities.
Resources and strategies for curriculum access. Early Childhood / Primary and secondary transition.
Education in leisure time.
Affective education in menal deficiencte.
Intellectual Disability and adulthood.


2. - Regarding autism and pervasive developmental disorders (PDD).

To make the students know:

Concept, types and features.
Evolution and development of individuals with PDD.
Enrollment criteria.
Specific educational needs of students with ASD.
Resources and teaching strategies for the care of students with PDD in the classroom.
Curriculum access strategies.

3. - Care and family counseling.

Competences / Learning outcomes of the degree programme

  • 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-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-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-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
  • 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.
  • 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.

Syllabus

1. - Intellectual Disabilities:


Characteristics, evolution and development of the person with intellectual disability.
Classification and etiology of Intellectual Disability.
Language development in Intellectual Disabilities.
Functionality and autonomy.
Enrollment criteria.
Educational needs arising from the Intellectual Disability.
Strategies for the care of the educational needs of students with intellectual disabilities.
Resources and strategies for curriculum access. Early Childhood / Primary and secondary transition.
Education in leisure time.
Affective education in menal deficiencte.
Intellectual Disability and adulthood.


2. - Autism and pervasive developmental disorders 


Concept, types and features.
Evolution and development of individuals with PDD.
Enrollment criteria.
Specific educational needs of students with ASD.
Resources and teaching strategies for the care of students with PDD in the classroom.
Curriculum access strategies.

3. - Care and family counseling.

Teaching and learning activities

In person

Theorical and practical classes by different professionals and reflexive activities in group, as well as guided learning, to elaborate the portfolio, by the professor responsible of the subject.

COMPETENCESMETHODOLOGYTRAINING ACTIVITY
CEM-08 CEM-09 CEM-10 CEM-20 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-05 CG-06 CG-07 CG-08 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

Exam about each part

Making a synthesis portfolio and presenting it orally.

 

It is necessary to approve each part (Intellectual D, and ASD)

LEARNING OUTCOMESEVALUATION SYSTEM
Objective tests
Self-evaluation
Group project presentations
Learning dossier

Bibliography and resources

Bibliografía Discapacitat Intlel·lectual

ASPRONA. (2001). La autodeterminación de las persones con discapacidad intelectual. Valladolid. Cuadernos de Buenas prácticas FEAPS.

Badia, M. Longo, E. (2009).  El ocio en las personas con discapacidad intelectual: participación y calidad de vida a través de las actividades de ocio.  Salamanca. Siglo Cero Revista Española sobre Discapacidad Intelectual Vol 40 (3), Núm. 231, pp. 30- 44.

Collicot, J. (2000). Posar en pràctica l’ensenyament multinivell: estratègies per als mestres. Revista Suports. Vol. IV, num. 1. pp. 87-100.

 Ruiz, R. (2006). Una aproximació pràctica a l’Ensenyament multinivell en el nostre context educatiu. Document basat en les conferències adreçades als professionals del les USEE per Robert Ruiz i Bel, l’abril de 2006

Verdugo, M.A. (2006). Programa de habilidades dela vida diaria para la mejora dela conducta autodeterminada en personas con enfermedad mental grave y prolongada. Salamanca. Publicaciones del INICO.

 

Bibliografía TEA

Básica

Centre Educatiu i Terapèutic Carrilet (2012). Comprensión y abordaje educativo y terapéutico del TEA. Barcelona: Horsori editorial.
§ Farrés, N. ( 2014 ). Confluència de les vessants educativa i terapèutica per al treball amb infants amb TEA: de l’emoció a la cognició. Revista Desenvolupa, núm 38, pp 1-15.
§ Viloca, Ll. (2012). El niño autista: detección, evolución y tratamiento. Barcelona: Edicions Carrilet.

Recomanada

 

Attwood, T. (2002). El síndrome de Asperger: una guía para la familia. Barcelona: Paidós.
§ Berman, S. (2010). La mujer que buceó dentro del corazón del mundo. Barcelona: Destino. –Novel·la-
§ Ferrari, P. (2000). El autismo infantil. Madrid: Biblioteca Nueva.
§ Frith, U. (2004). Autismo: hacia una explicación del enigma. Madrid: Alianza Editorial.
§ Gallardo, M. (2010). Maria y yo. (5a ed.). Bilbao: Astiberri. –Conte infantil-
§ Garanto, J. y Paula, I. (2003). L'alumnat amb Trastorns Generalitzats del Desenvolupament: Autisme i psicosi infanto-juvenil. Barcelona: Departament d’Ensenyament. Generalitat de Catalunya
§ Grandin, T. (2006). Pensar con imágenes. Mi vida con el autismo. Barcelona: Alba. –Autobiografia-
§ Haddon, M. (2007). El curiós incident del gos a mitjanit. 8a edició. Barcelona: La Magrana de Butxaca. – Novel·la-
§ Martos, J. y Riviere, A. (2000). El niño pequeño con autismo. Madrid: APNA.
§ Recio, M. (2012). Artteràpia amb infants amb trastorn de l’espectre autista. Revista Desenvolupa de l’Associació Catalana d’Atenció Precoç, 34.
§ Sanchís, A. R. (2012). De l’autosensorialitat a la paraula en contextos interactius. Revista Desenvolupa de l’Associació Catalana d’Atenció Precoç, 32, 1-16.
§ Viloca, Ll. (2012). Psicoanàlisi de nens amb un trastorn de l’espectre autista (TEA) i amb Síndrome d’Asperger. Revista Desenvolupa de l’Associació Catalana d’Atenció Precoç, 32, 1-20.

 

 

 

 

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