Degree of Teacher in Primary Education Universidad Católica de Valencia

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SUBJECT

EDUCATIONAL INTERVENTION IN SPECIFIC LEARNING DIFFICULTIES

Module Qualification Mention in Specific Educational Needs and Attention to Diversity

Degree of Teacher in Primary Education

Universidad Católica de Valencia

Year 2014-15

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COURSE GUIDE OF THE SUBJECT

ECTS Subject: Educational intervention in specific difficulties of

learning 6

Module: Qualification Mention in Specific Educational Needs

and Attention to Diversity 30

Type of learning¹: Optional YEAR: 3º Semester: 1º

Teachers:

Diego Navarro Consuelo Cerdá Lucía Alonso Marga Cañadas Ana Casino Mati Chisvert Vicente Félix Carmen Gómez Isabel Gómez Teresa Gómez Raquel Ibáñez Julián Iniesta Elena López Araceli Pérez Carmen Rico Amparo Salcedo Pedro Senabre Nuria Senent Ángela Serrano Carmen Solís

Department:

Inclusive Education, Social- Community Development and Occupational Sciences.

E-mail:

[email protected], [email protected],

[email protected], [email protected], [email protected], [email protected], [email protected], [email protected],

[email protected],

[email protected], [email protected]

[email protected],

1 Basic learning (common subject), Compulsory subjects, Optional subjects, External practices, Grade final project.

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MODULE ORGANIZATION

____________________________________________________________________________

Module Qualification Mention in Specific Educational Needs and Attention to Diversity

30 ECTS

Subjects

SUBJECT ECTS Year/

semester Educational intervention in specific difficulties of learning 6 3/1 Educational intervention in students with mental retardation and autism

spectrum 6 3/2

Development and educational aspects of students with hearing

deficiencies. 6 4/2

Development and educational aspects of students with visual and motor

deficiencies. 6 4/2

Pathologies and intervention of specific language development disorders. 6 4/2 Designing and evaluation of programs and plans of social-educational

action. 6 3/2

Educational intervention in problems about social adjustment problems 6 2/2 Attention to students with specific needs of educational support 6 3/2

COURSE GUIDE FOR SUBJECT

Prerequisites: None GENERAL GOALS

1- Deep the knowledge of the detection, planning, intervention and monitoring of students derived from specific needs of educational support that show specific difficulties in the process of learning, so that it can be applied in collaboration with the Educational Community.

TRANSVERSAL COMPETENCES Competence

measuring scales

1 2 3 4

(2) To design, plan and assess learning and teaching processes, not only

individually but also in collaboration with other teachers and professionals of the X

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(3) To deal effectively with situations of language learning in multicultural and multilanguage contexts. To promote reading and critical text analysis in the different scientific and cultural spheres contained in the curriculum.

X (4) Designing and regulating learning spaces inclusive of diversity addressing

gender equality, equity and respect for human rights which constitute the values of a citizen's education.

X (6) To know how Primary Education Schools are organized and the diversity of

actions in its running. To perform functions of tutoring and guiding of students and their families, attending the specific educational needs of the students. Be aware of the fact that the teaching function has to be improving and adapting to the scientific, pedagogical and social changes through life.

X

(10) To reflect on the practical activities in the classroom in order to improve and innovate the teaching performance. To acquire abilities and skills of independent and cooperative learning, and to promote it between students.

X (11) To be familiar with and know how to use in classroom new technologies of

information and communication. To discern the audiovisual that contributes to learning, civic training and cultural richness.

X

SPECIFIC COMPETENCES

1 2 3 4

E13 To know about the characteristics of students with developmental and sensory disorders and learning difficulties and to understand the complexity of the educational processes of disorders and alterations in the learning-teaching process of students with specific needs (teaching role, designing and adaptation of the curriculum and means of access to it, etc.)

X

E14 To know about the contents that must be taught, understanding their epistemological singularity and the specificity of its didactic in the students with specific needs.

X E17 Ability to design and develop educational projects and programming units

that allow adapting the curriculum to the socio-cultural context and the specific needs of the students.

X E18 Ability to promote individual learning of the students based on the goals and

contents suitable to their educational level and learning characteristics. X E20 Ability to promote individual learning of the students based on the goals and

contents suitable to their educational level and learning characteristics. X E21 Ability to prepare, select and develop teaching materials, and apply them in

specific frameworks of several disciplines. X

E22 To be familiar with new technologies and know how to use them properly in the learning-teaching activities, as well as with technical resources that facilitate the access to information and communication.

X E23 Ability to promote quality and suitable educational contexts (classroom and

school centre) in order to guarantee the wellbeing and accessibility of students. X E24 Ability to execute educational activities of support in the framework of an

inclusive education. X

E25 Ability to perform the tutorial role, advising students and parents, and

coordinating the educational action related to students. X

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E28 Development of skills of emotional control in the different circumstances of

the professional performance. X

E31 To know how to deal with and solve diverse problematic situations and

interpersonal conflicts in a cooperative way. X

E32 Ability to collaborate with the different sectors of the educational community and the environment, promoting the social integration of students with specific needs.

X E33 Build commitment in order to improve the academic performance of

students with specific needs and their school progress in a framework of comprehensive education.

X

LEARNING OUTCOMES COMPETENCES

R1 The student knows about the characteristics of students with

learning difficulties in reading, writing and mathematics. T2, E13, E14, E20, E24, E33 R2 The student identifies and assesses the individual and cultural

differences related with learning difficulties. T3, T4, E24, E31, E33

R3 The student designs individual curricular adaptations that attend

learning difficulties. T2, T10, T11, E17, E21, E22,

R4 The student proposes strategies that develop the autonomy and

learning of students with learning difficulties. T3, E18, E33

R5 The student knows how to use psychosocial intervention strategies that prevent the exclusion and discrimination of students with learning difficulties.

T4, T6, T10, T11, E20, E21, E22, E23, E31,

R6 The student knows how to apply, select and develop learning

materials adapted to learning difficulties. T3, T10, T11, E17, E18, E20, E22,

R7 The student carries out educational activities of support in the framework of an inclusive education for students with learning

difficulties. T4, T11, E18, E23,

R8 The student informs about the pupil’s development regarding his/her learning difficulties and proposes guidelines aimed at different

educational agents. T3, T4, T6, E20, E25, E32,

R9 The student detects and designs proposals in order to remove or minimize the barriers to participation and education of the school, social and family context of those students with specific needs in educational support derived from learning difficulties.

T2, T4, T11, E14, E17, E18, E21, E23, E32

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ON-CAMPUS EDUCATIONAL ACTIVITIES

ACTIVITY Teaching-Learning

Methodology

Relationship with Learning Outcomes for the

subject

ECTS

MASTER CLASS

Teacher presentation of contents, analysis of competences,

explanation and in-class display of skills, abilities and knowledge.

R1, R2, R3, R4, R5, R6,

R7, R8, R9. 1.1

PRACTICAL CLASSES

Group work sessions supervised by the professor. Case studies, diagnostic tests, problems, field work, computer room, visits, data search, libraries, on-line, Internet, etc.

Meaningful construction of knowledge through interaction and student’s activity.

R1, R2, R3, R4, R5, R6,

R7, R8, R9. 0.2

LABORATORY Activities carried out in spaces with

specialized equipment ___ 0

SEMINAR

Supervised monographic sessions with shared participation

___ 0

TEAM WORKS PRESENTATIONS

Application of interdisciplinary knowledge.

R2, R3, R4, R6, R7, R8,

R9. 0.2

TUTORING

Personalized and small group attention. Period of instruction and/or orientation carried out by a tutor for the purpose of reviewing and discussing the materials and topics presented in lectures, seminars, readings, writing papers.

R1, R4, R6. 0.7

ASSESSMENT

Group of oral and/or written tests used during initial, formative or additive assessment.

R1, R2, R3, R4, R5, R6,

R7, R8, R9. 0.2

Total (2,4*)

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INDEPENDENT WORK ACTIVITIES OF THE STUDENT

ACTIVITY Teaching-Learning Methodology

Relationship of Course with Learning Outcomes

ECTS

TEAM WORK

Team work on readings, essays, problem solving, seminars, papers, reports, etc. to be presented or submitted in theoretical lectures, practical and/or small-group tutoring sessions.

Work done on the university's platform www.plataforma.ucv.es).

R1, R2, R5, R6, R8, R9. 1

INDEPENDENT WORK

Student’ study: Group, Individual preparation of readings, essays, problem solving, seminars, papers, reports, etc. to be presented or submitted in theoretical lectures, practical and/or small-group tutoring sessions.

Work done on the university e-learning platform

( www.plataforma.ucv.es )

R1, R2, R3, R5, R6, R8,

R9. 2.6

Total (3,6*)

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SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM

Assessment Tool LEARNING OUTCOMES ASSESSED Percentage ^Allocated

Written tests R1, R2, R3, R4, R5, R6, R7, R8, R9. 30%

Allocated

Percentage R1, R2, R3, R4, R5, R6, R7, R8, R9. 35%

Case analysis R1, R2, R3, R4, R5, R6, R7, R9. 25%

Attendance and participation in the

activities

R1, R2, R3, R4, R5, R7, R8, R9. 10%

Criterion of concession of the Mention of Distinction: From the obtaining of 9 on and providing that the obtained result is a consequence of an excellent academic progress together with an effort and interest for the subject.

Comments:

Note 1 Any person who for work or for any other reason is unable to continue this system should present his/her case in the first 15 days of school. If there is no such communication it’s understood he/she accepts the evaluation criteria established by the Department for the on-campus modality and subsequent amendments will not be accepted unless good cause.

Note 2 System for non-on campus modality (with an attendance rate below 80%): written test 50%, solution of practical cases 50%.

Note 3 In order to sum up percentages is essential to pass, in both modalities, each and every one of the assessment tools. Failure to follow the rules and deadlines for the completion of academic activities invalidate the note

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DESCRIPTION OF CONTENTS COMPETENCES

Organization in contents blocks or thematic groups.

Development of contents in didactic guides.

(Indicate, numerically, the related competences)

1. Learning difficulties. Introduction.

1.1. Learning difficulties.

1.2. Historical introduction.

1.3. Theoretical approach to the actual definition of construct.

2. The difficulties in reading.

2.1. Mental processes involved in reading.

2.2. Dyslexia.

2.3. Hypothesis dyslexia.

2.4. The subtypes of dyslexia. Perspectives in the standings.

2.5. Decode a text. Word recognition: psychometric and functional assessment.

2.6. Read and understand a text. Mental processes that take part in the comprehension of written texts.

2.7. Types of reading comprehension. Factors that have influence on the difficulties in reading comprehension.

2.8. Assessment of reading comprehension.

2.9. Intervention in reading difficulties.

3. The writing difficulties.

3.1. The difficulties of writing.

3.2. Mental processes that take part in writing.

3.3. Dysgraphia.

T2,T3,T4,T6,T10, T11, E13, E14, E17, E18, E20,E21, E22, E23, E24,E25, E28,

E32, E33

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3.5. Functional assessment of writing: strategies of intervention depending on the kind of mistake.

3.6. Intervention in writing difficulties.

4. Learning difficulties in mathematics.

4.1. Concept of learning difficulties in mathematics.

4.2. Criteria of defining of DAM.

4.3. Risk indicators in DAM.

4.4. Difficulties in the solution of problems and the calculation: assessment.

4.5. Intervention in DAM.

5. The role of the PT specialist teacher to the DEA.

5.1. The curriculum.

5.2. Guidance for teachers.

5.3. Orientations families.

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WEBGRAFÍA

Atención a las diferencias individuales – GVA

http://www.edu.gva.es/ocd/areaord/es/atdiversidad.htm.

Manuales de Atención al Alumnado con Necesidades Específicas de Apoyo Educativo de la Junta de Andalucía

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Manuales de la Junta de Extremadura

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ORGANIZACIÓN TEMPORAL DEL APRENDIZAJE:

BLOQUE DE CONTENIDO/UNIDAD DIDÁCTICA Nº DE SESIONES

1 Learning difficulties. Introduction. ₄

2 The difficulties in reading. ₁₂

3 The writing difficulties. ₆

4 Learning difficulties in mathematics. ₆

5 The role of the PT specialist teacher to the DEA. ₂