Universitat Internacional de Catalunya - Barcelona

Psychology III: Learning Difficulties and Developmental Disorders

• code 10626
• course 2
• term Semester 2
• type FB
• credits 6

Main language of instruction: Spanish

Other languages of instruction: Catalan, English

Head instructor

Dra. Mariana FUENTES - mafuentes@uic.es
Dra. Crista WEISE - cweise@uic.es

Office hours

Appointment through e-mail:

Crista Weise

cweise@uic.es

Psychology III learning disabilities and Developmental Disorders in ages 0-6

For students of the second course of Pre-school Education

• To promote the basic competences of personal autonomy and learning to learn.
• Transfer control to the students to give up the protagonism of the teaching and learning processes and guide the self-management of their own learning.
• Learning to work in collaborative groups through the peer learning.
• To relate the subject of the course with the academic motivations, the professional concerns and personal projects of the future.
• Learn to work on extensive and complex information, managing the processes of scientific documentation and synthesis of the most relevant information for each situation.
• To promote oral communication to train communicative skills and the ability to express oneself in a simple and understandable way.
• To promote the audiovisual communication to diversify the materials of presentation of the treated information in an attractive and appropriate way according to each situation.
• Encourage the creativity and the innovative character of the students in the moment of presenting solutions to the academic challenges as future professionals of the education.
• Work with a critical spirit and reflect through metacognition, analyzing the own learning processes and collaboration methods developed.
• Facilitate contexts of group discussion and debates for the reflection around the goals of the course and the development of children from 0 to 6 years.

• CEM-07 - To identify learning difficulties and cognitive dysfunctions and their relation to attention.
• CEM-08 - To know to inform other professional specialists in order to set up collaboration between the school and the teacher to deal with any special educational needs that arise.
• CEM-09 - To acquire resources to favour the educational integration of students with additional needs.
• 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-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-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.

1- Know  one-symptomatic and identifies elements of children's learning difficulties of the three areas: Self-knowledge, knowledge of the environment and communication and language (verbal, mathematical and artistic).
2-Lists circumstances adequately student  with the difficulties.
3- Know design intervention strategies to address learning difficulties in specific contexts.
4-Know manage and organize resources optimizing the center to address learning difficulties.
5-Meet and identifies impaired cognitive and psychomotor development.
6-know specialists inform other professionals to address the collaboration of the center and the teacher in meeting the special educational needs that arise.
7-know design Individual educational programs, specific to each educational need.
8-Is knowledgeable about communication processes, styles and conventions of the social environment of students.
9-Is a guide to their students, but also give them personal responsibility and encourage them to make their own contributions.
10- know promote and facilitate learning in early childhood, from a global and inclusive of different cognitive, emotional, and volitional dimensions psychomotor perspective.
11- know offer parents and other stakeholders about students and know properly use the information obtained from them.
12- know how to get to know the social environment of the parents or guardians and cultural background of students.
13- know how to integrate these factors into their educational work.
14- know how to act ethically and responsibly in the exercise of their functions.

15 Understanding the complexity of contextual information in developing their work, and the transfer of interventions.
16-Represents coherent ideas and principles arguments by concept maps or other methods of communicating and expressing correctly in the language of instruction in oral and written form.
17-Differentiates diagnostic reviews before making judgments.

1. Psychology analysis of the reality of the classroom and indicators related to the development of students 0-6 years
2. Detection of difficulties and disorders: criteria and intervention models
3. Resolution of educational situations in a classroom of children attending the Diversity organization and means (intervention strategies in the classroom: SEP PI ...)
4. Identification, detection and intervention in cases of child disorders: enuresis, faecal incontinence, night terrors, fears ....
5. Prevention and risk indicators for possible learning difficulties
6. Identification and intervention in case of special needs: behavioral and personality disorders. - Disabled: cognitive, sensory, motor and TGD 

Chapter  Material didàctic
      . Materials will be provided during classes as well as uploaded in the moodle.

Final exam (50%)

Individual work (15%)

Group work (15%)

Work in class (10%)

Presence and participation in class (10%) Minimum 80% of classes

IMPORTANT:  All five concepts should be passed. If one of them is not passed, the subject is not approved.

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• GINÉ, C. (comp.); Alomar, E.; Dalmau, M.; Fontanet, A.; García-Díe, M.T.; Palau, R.; Pró, M.; Solé, C. (2005). Educación y Retraso Mental: Crónica de un proceso. Barcelona: EDEBÉ.
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• ALCANTUD MARÍN, Francisco (2004): Intervención psicoeducativa en niños con TGD. Ediciones Pirámide
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