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 Teacher Training
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable
Course Objectives
o To identify the most important characteristics of the Learning disabilities and the different types of developmental disorders, as well as the individual and contextual variations associated with their various manifestations.
o To know and to value critically the different types of assessment and early manifestation, both in the field of learning disabilities and in developmental disorders.
o To know and value critically the different types of educational intervention in learning disabilities and developmental disorders.
Section I: Demarcation of field of study
1. Conceptual and contextual aspects
Section II: Learning disabilities
2. Learning disabilities in written language
3. Learning disabilities in maths.
4. Learning disabilities and other psychological processes
Section III: Developmental Disorders
5. Speech and language disorders
Specific disorder in language. Classification. Assessment and general principles of intervention.
6. Behaviour disorders
7. Intellectual disability
8. Generalized Developmental Disorders
9. Developmental disorders associated with other disabilities
Basic bibliography
Baroody, A.J. (1988). El pensamiento matemático de los niños. Un marco evolutivo para maestros de preescolar, ciclo inicial y educación especial. Madrid: MEC/Visor.
García Sánchez, N. (2007). Dificultades del desarrollo. Evaluación e intervención. Madrid: Pirámide.
Marchesi, A.; Coll, C. y Palacios, J. (2001) Desarrollo psicológico y educación III. Trastornos del desarrollo y necesidades educativas especiales. Madrid: Alianza.
Maruny, Ll., Ministral, M., Miralles, M. (1995). Escribir y leer. Materiales curriculares para la enseñanza y el aprendizaje del lenguaje escrito, de tres a ocho años, I-II-II. Madrid: MEC/Edelvives.
Miranda Casas, A., Vidal-Abarca Gámez, E., Soriano Ferrer, M. (2000). Evaluación e intervención psicoeducatica en dificultades del aprendizaje. Madrid: Pirámide.
Outón, P. (2004). Programas de intervención con disléxicos. Madrid: CEPE
Padilla, D. y Sánchez, P. (2001). Bases psicológicas de la educación especial. Granada: Grupo Editorial Universitario.
Complementary bibliography
Acosta, V y Moreno, A (1999) Dificultades del lenguaje en ambientes educativos.Barcelona, Masson.
Aguado, G (1999) Trastorno específico del lenguaje: retraso del lenguaje y disfasia. Málaga, Editorial Aljibe
Alcantud, F. (Coord.) (2003). Intervención psicoeducativa en niños con trastornos generalizados del desarrollo. Madrid: Pirámide.
Cidad Maestro, E. (1990) Modificación de conducta en el aula e integración escolar. Madrid: UNED.
Deutsch Smith, D. (5ª ed.) (2003): Bases Psicopedagógicas de la educación especial. Madrid: Prentice – Hall
Moreno, M. (1997). Intervención psicoeducativa en las dificultades del desarrollo. Barcelona: Ariel.
Muñoz, A. (1995). Bases para la intervención psicopedagógica en trastornos del desarrollo. Málaga: Manuales Universidad de Málaga.
Orjales Villar, I. (2000). Déficit de atención con hiperactividad. Manual para padres y educadores. Madrid: CEPE.
Outón, P. (2010). ABC Dislexia. Madrid: TEA Ediciones.
Riviere, A. y Martos, J. (1998). El tratamiento del autismo. Nuevas perspectivas. Madrid: Inserso-APNA
Salvador Mata, F (Coord). (2005). Bases Psicopedagógicas de la Educación Especial. Málaga: Aljibe
Competences and learning outcomes that students must achieve:
General Competences:
- To promote and facilitate learning skills in early childhood, from a global and integrative perspective of the cognitive, affective, psychomotor and volitive domains.
- Design and regulate learning spaces in diverse contexts which attend to the singular educational needs of the students, gender equality, equity and respect for human rights.
- To encourage coexistence in and outside the classroom, resolve discipline problems and contribute to peaceful conflict resolution. To systematically observe learning contexts and social interaction and to know how to reflect on them.
- To know the evolution of language in early childhood, to identify any possible disorders and watch over their proper evolution. To tackle language learning situations in multicultural and multilingual contexts efficiently. To use oral and written expressions and to master the use of different techniques of expression
- To provide guidance to parents in relation with the familiar education in the period between 0-6 years old and handle social abilities dealing with the family of each student and with the whole families.
- To reflect on classroom practices in order to innovate and improve teaching work. Acquire habits and skills for the autonomous and cooperative learning and promote this in students.
Specific competences:
- To identify learning difficulties, cognitive and attention dysfunctions.
- To know how to provide information to other professionals in order to tackle the cooperation with the school and the teacher in the attention to the special educational needs that may arise.
- To acquire resources to improve the educational integration of students with disabilities
Basic competences:
- That the students can apply their knowledge in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study.
- That students can be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.
- That students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.
- That students should have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy.
Transversal competences:
- To have an instrumental knowledge of Galician language.
- To have an instrumental knowledge of ITC.
- To have informational competence.
Methodology
The teaching methodology is in a close relationship with the teaching/learning processes and, therefore it has to be approached in such a way that achieves the competences set forth for the subject. So it is put forward an active methodology that mixes group and individual activities, and promote the constructive resolution of the difficulties that may arise from learning the subject. In accordance with the general teaching guidelines established for the grades within the EEES, the different formative activities will be distributed between a compulsory attendance timetable and a non-attendance timetable or students’ autonomous work.
Regarding attendance activities, they will be distributed in three modules. Activities with the whole group include expository classes that will be used to introduce, to support and develop the basic aspects of theme to deal with, providing the student with the theoretical basis to be able to interpret the information a posteriori, in work elaboration both theoretical and practical. They will be supported by debates and audiovisual materials used as dynamic and exemplary elements of the basic contents of the subject and they may contribute to the achievement of the competences referred to.
It is also intended that students can achieve the knowledge, skills and necessary aptitudes for autonomous learning, while at the same time they begin the task of making decisions, typical of the psycho-educational activity.
With the seminar group or small group, besides going into detail on specific contents, it is also intended to provide students with the necessary tools for carrying out an independent and critical work: searching and handling information, making theoretical-explanatory comparisons, setting up conceptual relationships, promoting the transfer of theory into practice, reports elaboration and presentation, elaboration of conceptual maps, etc. Likewise it is also intended to encourage students to get involved in debates, group works, and to foster critical thinking and making decisions.
In the tutorial attendance module, the aim is to respond to the specific needs of each student, providing the appropriate guidelines to guide their teaching-learning process, as well as carrying out a follow-up and ongoing assessment, both in the field of knowledge and in the field of competences.
Assessment
Regarding the assessment, it will be taken into account the academic performance and the acquired knowledge by means of a combination between assignments of formative and of summative assessment. Thus, it is intended to assess both the results of learning and the effort and progress during the learning process, encouraging critical reflection and a constant dedication to the subject throughout the four-month term. In relation to a constructive view of the teaching learning process, it is expected that the students can show not only a declarative domain but also a procedural and attitudinal domain of the contents by means of example analysis and the articulation of relationships between concepts.
The final assessment will be awarded in a 50% of the summative assessment from specific written tests. A 40% from report assessment, case analysis, text commentaries or other written assignments carried out mainly during the seminars. The other 10% left will be awarded from class attendance and active participation in class, as well as from the oral presentations both individually or in groups which are occasionally required.
It is important to point out that in order to get a positive assessment on the subject it will be necessary to have carried out on the due date all the assessment activities specified and to have passed all of them.
Students’ individual or group works must be original. Handing in a copied work will mean failing the subject and the student has to re-sit in the following session.
For assessment purposes, the same work cannot be used for several subjects, except for those activities scheduled in a coordinated form and if the teacher deems it appropriate.
Class attendance
USC is an attendance-modality university; therefore the attendance to a minimum of 80% of the class sessions is compulsory. In cases specified by the University regulation students could claim the official exemption from teaching.
The subject has a total of 51 attendance hours that are distributed among the lectures, seminars, the tutorials and assessment. It is estimated that the student has to devote 99 hours of personal work with various activities in order to pass the subject.
Preliminary recommendations: Given the basic nature and location in the curriculum of the course, no prerequisites are listed. However, it is advisable for the student to establish relationships with the expertise of the subjects of Developmental Psychology and Educational Psychology.
La USC es una Universidad presencial, tal y como queda reflejado en el sistema de evaluación, por lo que es obligatoria la asistencia a un mínimo del 80% de las sesiones de clase.
El alumnado con Necesidades Educativas Especiales deberá ser evaluado por el servicio correspondiente (SEPIU) con objeto de poder conocer con mayor fundamento su problemática y garantizar la igualdad de trato.
Plan de contingencia
- Metodología de la enseñanza:
Dada la incerteza ocasionada por la situación sanitaria actual, parte o todos los contenidos de la asignatura podrían ser impartidos con recursos telemáticos sincrónicos y/o asincrónicos, de lo que sería debidamente informado el alumnado a través del aula virtual de la asignatura.
- Sistema de evaluación:
El sistema de evaluación podría sufrir modificaciones a consecuencia de las circunstancias sanitarias.
En caso de realización fraudulenta de ejercicios o pruebas será de aplicación lo recogido en la Normativa de evaluación del rendimiento académico de los estudiantes y de revisión de calificaciones.
María Campos Magdaleno
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 982821012
- maria.campos [at] usc.es
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor