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.
BLOCK III: SENSORIAL AND MOTOR DISABILITIES
Unit 5: Visual disorders: evolutionary and educational aspects.
Unit 6: 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 global qualification (100%) of the student in the subject will come from the different course works that are framed in a continuous evaluation system that will consist of:
-INDIVIDUAL TASKS: 60% (6 points) of the final grade will come from the results of different tasks of individual character:
-Content evaluation tests (40%, 4 points). It will consist of the realization of two face-to-face tests during the course in class time. Both tests must be passed in order to pass this part of the continuous evaluation. Failure to pass any of the tests will mean a failure in the continuous evaluation, so the grade that will appear in the minutes of the ordinary call (June) will be a failure with the qualification corresponding to the part (evaluation of contents or group tasks) in which it has more points.
-Complementary individual presentation (20%, 2 points). It will be proposed the realization of an individual task that may consist of an audiovisual presentation, a written report, an oral presentation, a poster... about a case/disorder of the subject. It will not be compulsory to complete this task in order to pass the subject.
-GROUP TASKS: 40% (4 points) of the final grade will come from the results of the different group tasks that will be done in the interactive classes. These tasks may consist of bibliographic search tasks, detection and analysis of symptoms, preparation of reports, intervention proposals... The completion and delivery of these tasks is MANDATORY to pass the subject, and must have a minimum of 2 points to be added to the rest of the scores. All assignments must be handed in within the indicated deadlines. Handing them in within 24 hours after the deadline will result in a penalty of 25% of the grade. The assignments with a greater delay will not be admitted, and therefore will not be scored, and therefore will mean the failure in this part of the subject. The total score of the group assignments will be corrected, proportionally, according to the evaluation that the classmates make of PARTICIPATION in the group. ATTENDANCE will be an indispensable requirement in this part of the course. In the event of not being able to attend, only duly accredited absences will be excused. The absences due to difficult to justify situations (in which the precise accrediting document is not on record) will penalize on the score of the group tasks increasing its penalty progressively and in the following way: first absence -0,25 points, second absence -0,5 points, third absence -1 point... fourth absence -2 points, more than 4 absences without justification will suppose a 0 in the group tasks. Therefore, with 3 unexcused absences it will be very difficult to pass this part of the subject and 4 or more absences will mean failure in the group tasks.
In case of not passing the evaluation tests of contents and/or group tasks and/or the sum of the marks of the continuous evaluation is not enough to pass the subject (minimum 5 points), the score in the ordinary exam will be a fail with the score closest to 5. The students will be able to take a final exam complementary to the continuous evaluation in the extraordinary exam (July) in which they can obtain a maximum of 6 points. It will be necessary to obtain a minimum of 3 points out of 6 to pass this exam. To this score can be added the score obtained in the group tasks of the continuous evaluation. In case of not passing the minimum score in the group tasks of the continuous evaluation, in the 2nd opportunity the student will have to hand in the task or tasks determined on the date determined for the official exam.
The qualification of "Not presented" will be given to those students who do not take the exam or do any of the proposed activities.
In the cases contemplated in the regulations of the Faculty, students may request DISPENSATION OF ATTENDANCE OR EXEMPTION FROM TEACHING. In these cases, students should contact the faculty within the first 15 days of the course in order to, if necessary, indicate the appropriate guidelines for the fulfillment of the program and passing of the subject. The guidelines may be agreed upon taking into account the particular circumstances of each student. However, an alternative will be:
- 60% (6 points) Examination type face-to-face test to be taken in the official ordinary and/or extraordinary calls of the subject. It will be necessary to obtain 3 points out of 6 to be able to add the rest of the scores.
- 40% (4 points) Course work: result of the different individual tasks that, in this case, will be delivered on the dates indicated. The delivery of these tasks will be MANDATORY and must obtain a minimum of 2 points to pass the subject.
"Depending on the health situation, the assessment system may to adapt to telematic or hybrid teaching scenarios (see observations) ".
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".
In the event that the health situation requires adapting to work Scenarios 2 or 3, the following adjustments will be made to this program:
Scenario 2. Distancing (partial restrictions to physical attendance).
- The expository teaching will be carried out entirely virtually. The expository face-to-face classes will be used to debate, reflect, solve doubts and reinforce the contents explained virtually.
- The different tests of evaluation of contents will be carried out in person.
- The interactive classes will be maintained as explained, being able to transform up to 50% to telematic class through MS Teams, maintaining the programmed schedules.
- The tutorials will be carried out telematically, by appointment.
Scenario 3. Closure of the facilities
- The expository teaching will be developed in an asynchronous virtual way through MS Teams.
- The different content evaluation tests will be carried out telematically through the Moodle virtual campus.
- The interactive teaching will be developed virtually asynchronously and synchronously through MS Teams.
- Tutorials will be held telematically, by appointment.
"For cases of fraudulent completion of exercises or tests, the provisions of the Regulations for the evaluation of students' academic performance and review of qualifications will apply."
Other important information:
1. Since USC is a Presential University, attendance to a minimum of 80% of the class sessions is mandatory, apart from those students with attendance dispensation.
2. Students with dispensation of attendance must respect the dates of delivery of work established by the teacher, and it is recommended and necessary to maintain contact with the same through tutorials, virtual classroom, mail, etc., to ensure the optimal development of the subject and the overcoming of the same.
3. It is obligatory the consultation on the part of the students of the mail rai.
4. It is mandatory the use of institutional technological tools: Virtual Campus, Microsoft Office 365, and other tools provided by the Faculty and authorized as institutional tools by the USC.
5. Cell phones may not be used, except as a work tool following the instructions of the teacher. Students will be responsible for the legal and academic consequences that may arise from an inappropriate use of it.
6. It must be taken into account that the teaching-learning process (classes, tutorials) is a private process of communication and exchange between the teacher and the students.
7. Data protection regulations must be complied with: https://www.usc.gal/es/politica-privacidad-proteccion-datos
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
Ana Nieto Vieites
- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813679
- ananieto.vieites [at] usc.es
- Category
- Professor: Temporary supply professor for Special Services and others
| Monday | |||
|---|---|---|---|
| 09:00-10:15 | Grupo A | Spanish | Classroom 8 |
| 10:15-11:30 | Grupo B | Spanish | Classroom 9 |
| Tuesday | |||
| 09:00-10:15 | Grupo B | Spanish | Classroom 9 |
| 10:15-11:30 | Grupo A | Spanish | Classroom 8 |
| 05.27.2022 16:30-18:30 | Grupo A | Classroom 1 |
| 05.27.2022 16:30-18:30 | Grupo B | Classroom 1 |
| 05.27.2022 16:30-18:30 | Grupo B | Classroom 5 |
| 05.27.2022 16:30-18:30 | Grupo A | Classroom 5 |
| 05.27.2022 16:30-18:30 | Grupo A | Classroom 6 |
| 05.27.2022 16:30-18:30 | Grupo B | Classroom 6 |
| 05.27.2022 16:30-18:30 | Grupo A | Classroom 7 |
| 05.27.2022 16:30-18:30 | Grupo B | Classroom 7 |
| 07.06.2022 16:30-18:30 | Grupo B | Classroom 4 |
| 07.06.2022 16:30-18:30 | Grupo A | Classroom 4 |
| 07.06.2022 16:30-18:30 | Grupo A | Classroom 5 |
| 07.06.2022 16:30-18:30 | Grupo B | Classroom 5 |
| 07.06.2022 16:30-18:30 | Grupo A | Classroom 6 |
| 07.06.2022 16:30-18:30 | Grupo B | Classroom 6 |