Educational Intervention for Students with Mental Disabilities
Main language of instruction: Spanish
Other languages of instruction: Catalan
Head instructor
Dra. Mariana FUENTES - mafuentes@uic.es
Office hours
Professor Mariana Fuentes Loss
It is necessary to agreee date and time via email
Office: D-102
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.
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.
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.
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.
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.
COMPETENCES | METHODOLOGY | TRAINING 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 |
Exam about each part
Making a synthesis portfolio and presenting it orally.
It is necessary to approve each part (Intellectual D, and ASD)
LEARNING OUTCOMES | EVALUATION SYSTEM |
---|---|
Objective tests Self-evaluation Group project presentations Learning dossier |
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.