ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Evolutionary Educational Psychology
Areas: Evolutionary Educational Psychology
Center Faculty of Psychology
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable
• To know the different disorders that people can present in relation to their evolutionary development.
• Detect-diagnose the needs of people based on different procedures and instruments.
• Know the main approaches to design and implement a psychoeducational evaluation and intervention in the various developmental disorders.
• Manage counseling strategies aimed at both teachers to facilitate attention to diversity as well as families and in particular the development and characteristics of people with developmental disorders.
• Plan, design and implement programs and interventions on educational and family context.
BLOCK I: THEORETICAL-CONCEPTUAL FRAMEWORK.
Unit 1: Developmental Disorders. Conceptual aspects.
Unit 2: Intervention in Developmental Disorders in the Life Cycle
BLOCK II: MAJOR DEVELOPMENT DISORDERS.
Unit 3: Intellectual disability.
Unit 4: Autism Spectrum Disorder.
Unit 5: Language Disorders.
BLOCK III: SENSORIAL AND MOTOR DISABILITIES
Unit 6: Visual disorders: evolutionary and educational aspects.
Unit 7: Hearing disorders: evolutionary and educational aspects.
Unit 8: Motor disorders: evolutionary and educational aspects.
BASIC BIBLIOGRAPHY:
Ezpeleta, L. (2014). Psicopatología del desarrollo (1 ed.). ES: Ediciones Pirámide.
Buceta, M. J. (coord). (2011). Manual de Atención Temprana. Madrid: Editorial Síntesis
López -Justicia, M.D. & Polo-Sánchez, M.T. (2015). Trastornos del desarrollo infantil. Ediciones Pirámide
Marchesi, A., Coll, C., & Palacios, J. (2014). Desarrollo psicológico y educación.: 3. Trastornos del desarrollo y necesidades educativas especiales. Alianza Editorial
COMPLEMENTARY BIBLIOGRAPHY:
Alegre, J.R. & Pérez, M. (2008). Guía práctica de los trastornos del lenguaje. Descripción e intervención. Barcelona: Lebón.
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5ª ed.) DSM-5. Washington: American Psychiatric Publishing
Artigas-Pallarés &Narbona (2011). Trastornos del neurodesarrollo. Barcelona: Viguera,
Asociación Americana de Discapacidades Intelectuales y del Desarrollo (AAIDD) (2011). Discapacidad intelectual. Definición, clasificación y sistemas de apoyo. Madrid: Alianza Editorial.
Barón-Cohen, S. (2010). Autismo y síndrome de Asperger. Madrid: Alianza.
Buceta, M. J., y García, M. (2000). Estimulación Temprana en el Niño Sordo. Santiago de Compostela: Nino.
García, J.M., Pérez, J., & Berruezo, P.P. (2005). Discapacidad intelectual. Desarrollo, comunicación e intervención. Madrid. CEPE.
Latorre, A. & Bisetto, D. (2009). Trastornos del desarrollo motor. Madrid: Pirámide.
López-Justicia, M.D. (2004). Aspectos evolutivos y educativos de la deficiencia visual. A Coruña: Netbiblo.
Molina, S. (1994). Deficiencia mental: aspectos psicoevolutivos y educativos. Málaga: Aljibe.
Peña-Casanova, J. (2001) (3ª ed.). Manual de Logopedia. Barcelona: Elsevier Masson.
Pérez-Pereira, M. (2019). Dificultades sensoriales y desarrollo del lenguaje. En E. Aguilar-Mediabvialla y A. Igualada (eds), Dificultades del lenguaje en los trastornos del desarrollo (Vol. I: Pérdida sensorial y daño neurológico). UOC
Pérez-Pereira, M. & Conti-Ramsden, G. (2020). Language Development and Social Interaction in Blind Children. Psychology Press.
Rivière, A. (2005). Autismo. Orientaciones para la intervención educativa. Barcelona: Trotta.
Rodríguez, J.M., Torres, S., Santana, R., & González, A. (1995). Deficiencia auditiva: aspectos evolutivos y educativos. Málaga: Aljibe.
Rosa, A., & Ochaíta, E. (1993). Psicología de la ceguera. Madrid: Alianza
Verdugo, M.A. (Dir.) (2005). Personas con discapacidad. Perspectivas psicopedagógicas y rehabilitadoras. Madrid: Pirámide
Verdugo, M.A. (Dir.) (2009). Discapacidad intelectual: adaptación social y problemas de comportamiento. Madrid: Pirámide.
BASIC AND GENERAL COMPETENCES
BC1 - Students demonstrate to possess and understand knowledge in a field of study that is based on general secondary education, and is usually at a level that, although supported by advanced textbooks, also includes some aspects that imply knowledge coming from the vanguard of their field of study.
BC2 - Students know how to apply their knowledge to their work or vocation in a professional way and possess the skills normally shown through the elaboration and defense of arguments and problem solving within their area of study.
BC3 - Students have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include a reflection on relevant social, scientific or ethical issues.
BC4 - Students can transmit information, ideas, problems and solutions to a specialized and non-specialized audience.
BC5 - Students develop those learning skills necessary to undertake later studies with a high degree of autonomy.
GC1 - They have the capacity to approach their professional and formative activity from the respect of the Deontological Code for the psychologist, that includes, among others more specific, the principles of respect and promotion of the fundamental rights of the people, equality between people, universal accessibility principles and design for all and democratic values and a culture of peace.
TRANSVERSAL COMPETENCES
TC1 - Synthesis ability.
TC2 - Ability for problem solving and decision making.
TC3 - Ability to work in teams and collaboration with other professionals.
TC4 - Self-criticism ability.
TC5 - Communication ability.
TC6 - Ability to develop and maintain up-to-date competencies, skills and knowledge of the profession.
SPECIFIC COMPETENCES:
SC1 - Demonstrate knowledge and understanding of the functions, characteristics, contributions and limitations of the different theoretical models of Psychology.
SC3 - Demonstrate knowledge and understanding of the processes and main stages of psychological development throughout the life cycle in its aspects of normality and abnormality.
SC6 - Demonstrate knowledge and understanding of methods and research, designs and data analysis techniques of Psychology.
SC7 - Demonstrate knowledge and understanding of several methods of evaluation, diagnosis and psychological treatment in various applied areas of psychology-clinical and health, social, educational.
SC8 - Know how to identify the needs and demands of the recipients in the different fields of application and establish the goals of psychological action.
SC 9 - Know how to identify the relevant characteristics of the behavior of individuals, groups, organizations and contexts through the methods, techniques and instruments of psychological evaluation.
SC10 - To promote the health and quality of life, through the methods of the profession, in individuals, groups, communities and organizations in different fields and contexts: educational, clinical and health, work and organizations , group and community.
SC11 - Know how to select and administer techniques and instruments specific from Psychology.
SC12 - Know how to define objectives, develop a plan and intervention techniques based on the needs and demands of the recipients, and evaluate the results obtained.
SC13 - Know how to transmit to the recipients, in an appropriate and precise way, the results of the evaluation.
SC14 - Know how to prepare psychological reports in different areas of action, aimed at the target audience and other professionals.
SC15 - Know how to comply with the deontological obligations of Psychology.
The methodology to be used combines the expository class format with the active and participative methodologies, enhancing the autonomous work of the student. Classroom activities with the full class group will aim to introduce and explain the meaning of the topic, clarifying the important concepts, guiding and guiding the work, giving an overview of the contents of the different blocks and relating knowledge to promote the learning. The materials used in them will be available to students in the virtual classroom service.
The activities carried out in the interactive classes will be directed to deepen the concrete concepts and procedures of intervention in different developmental disorders. Students are expected to gain mastery of the use of different sources of information, to carry out cooperative work, to transfer theory to practice, to learn and to work and to present reports, to confront different points of view and to be able to construct Shared meanings helped by the mediating work of the teacher. The accomplishment of the required tasks and the necessary materials will be presented to the students in the corresponding classroom sessions and in the virtual classroom.
"Depending on the health situation, the methodology may to adapt to telematic or hybrid teaching scenarios (see observations) ".
The student's overall qualification in the subject will proceed:
-A 40% qualification of the results of different individual tasks (4 points) which may consist of self-assessment tests, written reports, audiovisual presentations, short answers / reflections on a question….
-50% of the qualification of the group work (5 points) that is going to be elaborated in the interactive sessions.
-10% participation in the different activities, in the work group and in the virtual campus.
It is mandatory to pass at least half of the score both in the part of the individual tasks and in the part of the group work to pass the subject. When some part is not passed, It will be obtained "suspended" grade with the numerical value closest to the 5 obtained in one or another evaluation part.
In the cases contemplated in the regulations of the Faculty, the students will be able to request official exemption of teaching. In these cases, students must contact the teachers in the first 15 days of the course to,
if necessary, indicate the appropriate guidelines for compliance with the program and passing the subject.
The aspects related to the evaluation in the second opportunity, as well as of the alumnado of previous announcements and with dispensation of assistance will be concretised opportunely at the beginning of the semester.
The subject has around 48 hours of face-to-face classes, distributed in lectures, medium group activities in seminars, tutorials, formative evaluation activities and examination. It is estimated that the students should dedicate 102 hours of personal work to be able to surpass the subject, including reading of materials, preparation of reports and works, and hours of study.
Previous Recommendations: It is advisable that the students have overcome and establish relationships with the knowledge of the subjects of Developmental Psychology I and II, Developmental and Educational Psychology, and Difficulties in Development and Learning.
Recommendations to overcome the subject: 1. Attendance and active involvement in the class dynamics. 2. Interest in the study of the discipline in relation to the degree. 3. Basic mastery of the English language. 4. Possess certain computer skills such as handling a word processor and Internet, as well as other tools and software. 5. Timely completion of the work. 6. Continuous monitoring of the subject. 7. Search for clarity and organization of knowledge.
NOTE: At the beginning of the subject, the teaching guide will be provided to the students, where the information contained in this program will be expanded.
"Contingency plan taking into account the health situation"
Taking into account the “Guidelines for the development of safe classroom teaching. Course 2020-2021 ”of the USC, and hypothesizing that the health situation requires us to adapt to Work Scenarios 2 or 3, the following adjustments will be made in this program:
to. Given the uncertainty caused by the current health situation, part of the content may be worked on autonomously by the student, which will be duly informed through the Virtual Campus of the subject ”. These contents, both expository and interactive, will be taught with synchronous or asynchronous telematic resources (narrated presentations, classes and tutorials through the MS Teams platform ...). Participation in the different telematic activities scheduled both on the Teams platform (through attendance) and on the virtual campus (completing and delivering the different activities) will be taken into account.
b. Given the uncertainty caused by the current health situation, part of the content, even if it has been worked on in this matter, may not be subject to evaluation, which will be duly informed in sufficient time through the subject's Virtual Campus.
Miguel Perez Pereira
- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813733
- miguel.perez.pereira [at] usc.es
- Category
- Professor: University Professor
Cristina Lojo Seoane
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813908
- cristina.lojo [at] usc.es
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor
| Monday | |||
|---|---|---|---|
| 09:00-10:10 | GRUPO A (A-L) | Galician, Spanish | Classroom 8 |
| 10:20-11:35 | GRUPO B (M-Z) | Galician, Spanish | Classroom 9 |
| Tuesday | |||
| 09:00-10:10 | GRUPO B (M-Z) | Spanish, Galician | Classroom 9 |
| 10:20-11:35 | GRUPO A (A-L) | Galician, Spanish | Classroom 8 |
| 06.02.2021 16:30-18:30 | GRUPO A (A-L) | Classroom 1 |
| 06.02.2021 16:30-18:30 | GRUPO B (M-Z) | Classroom 1 |
| 06.02.2021 16:30-18:30 | GRUPO B (M-Z) | Classroom 5 |
| 06.02.2021 16:30-18:30 | GRUPO A (A-L) | Classroom 5 |
| 06.02.2021 16:30-18:30 | GRUPO B (M-Z) | Classroom 6 |
| 06.02.2021 16:30-18:30 | GRUPO A (A-L) | Classroom 6 |
| 06.02.2021 16:30-18:30 | GRUPO A (A-L) | Classroom 7 |
| 06.02.2021 16:30-18:30 | GRUPO B (M-Z) | Classroom 7 |
| 07.08.2021 16:30-18:30 | GRUPO A (A-L) | Classroom 4 |
| 07.08.2021 16:30-18:30 | GRUPO B (M-Z) | Classroom 4 |
| 07.08.2021 16:30-18:30 | GRUPO B (M-Z) | Classroom 5 |
| 07.08.2021 16:30-18:30 | GRUPO A (A-L) | Classroom 5 |
| 07.08.2021 16:30-18:30 | GRUPO A (A-L) | Classroom 6 |
| 07.08.2021 16:30-18:30 | GRUPO B (M-Z) | Classroom 6 |