| Competences |
| Type A | Code | Competences Specific |
| A1 | Conèixer els objectius, continguts curriculars i criteris d'avaluació de l'Educació Infantil. | |
| A2 | Promoure i facilitar els aprenentatges en la primera infància, des d'una perspectiva globalitzadora i integradora de les diferents dimensions cognitiva, emocional, psicomotora i volitiva. | |
| A3 | Dissenyar i regular espais d'aprenentatge en contextos de diversitat que atenguin a les singulars necessitats educatives dels estudiants, a la igualtat de gènere, a l'equitat i al respecte als drets humans. | |
| A4 | Fomentar la convivència a l'aula i fora d'ella i abordar la resolució pacífica de conflictes. Saber observar sistemàticament contextos d'aprenentatge i convivència i saber reflexionar sobre ells. | |
| A5 | Reflexionar en grup sobre l'acceptació de normes i el respecte als altres. Promoure l'autonomia i la singularitat de cada estudiant com factors d'educació de les emocions, els sentiments i els valors en la primera infància. | |
| A10 | Actuar com orientador de pares i mares en relació amb l'educació familiar en el període 0-6 i dominar habilitats socials en el tracte i relació amb la família de cada estudiant i amb el conjunt de les famílies. | |
| A11 | Reflexionar sobre les pràctiques d'aula per innovar i millorar la labor docent Adquirir hàbits i destreses per a l'aprenentatge autònom i cooperatiu i promoure’l en els estudiants. | |
| Type B | Code | Competences Transversal |
| B1 | Learning to learn | |
| B2 | Resoldre problemes complexos de forma efectiva en l'àmbit del Mestre/a d'Educació Infantil. | |
| B3 | Critical, logical and creative thinking, and an ability to innovate | |
| B4 | Autonomy, responsibility and initiative | |
| B5 | Teamwork, collaboration and sharing of responsibility | |
| B6 | Clear and effective communication of information, ideas, problems and solutions in public or a specific technical field | |
| B8 | Gestionar projectes tècnics o professionals complexos. | |
| Type C | Code | Competences Nuclear |
| C2 | Be advanced users of the information and communication technologies | |
| C3 | Be able to manage information and knowledge | |
| C4 | Be able to express themselves correctly both orally and in writing in one of the two official languages of the URV | |
| C5 | Be committed to ethics and social responsibility as citizens and professionals | |
| C6 | Be able to define and develop their academic and professional project |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1 |
Coneix els principis, fonaments, referents ideològics i normatius de l'Atenció a la Diversitat. | |
| A2 |
Coneix els principis, fonaments, refernts ideològics i normatius de l'atenció a la diversitat i l'escola inclusiva. Desenvolupa programes d'intervenció d'Atenció a la Diversitat en educació Infantil. | |
| A3 |
Desenvolupa programes d'intervenció d'Atenció a la Diversitat en educació Infantil. | |
| A4 |
Reflexiona sobre les diverses realitats i entorns educatius. Coneix la diversitat en i dels entorns educatius i els seus processos d'ensenyament - aprenentatge. | |
| A5 |
Analitza críticament les aportacions de l'Atenció a la Diversitat en els diferents àmbits de l'educació infantil. | |
| A10 |
Coneix la diversitat en i dels entorns educatius i els seus processos d'ensenyança-aprenetatge. | |
| A11 |
Reflexiona sobre les diverses realitats i entorns educatius. Analitza criticament les aportacions de l'Atenció a la Diversitat en els diferents àmbits de l'educació infantil. | |
| Type B | Code | Learning outcomes |
| B1 |
Put into practice the approaches, methods and experiments put forward by the teaching staff in a disciplined fashion. Ask intelligent questions that challenge what they have learned and show initiative in their search for information. Autonomously adopt learning strategies in each situation. Make significant contributions and be responsible for some innovation. Be able to use paradigms from other disciplines. Construct shared knowledge, learn and facilitate the joint construction of learning. | |
| B2 |
Provide alternative solutions to a problem and evaluate risks and advantages. Present possible solutions that are mostly effective at solving problems. Find appropriate solutions. Transfer classroom exercises and the cases they have studied to real situations in other environments. | |
| B3 |
Reflect on new ways of doing things. Search for new procedures and methods. Analyze the risks and benefits of innovation. Find new methods for doing things. Put forward new ideas, opportunities or solutions to familiar problems and/or processes. Identify things that need to be improved in complex situations and contexts. Design new products and processes, and analyze risks and benefits. Apply innovative techniques and obtain results. | |
| B4 |
Do the work planned in accordance with the quality criteria provided. Present results before the stipulated deadlines. Present results in the appropriate way in accordance with the bibliography provided and before the deadline. Decide how to do a particular job so that it is of the highest quality possible. | |
| B5 |
Finish the tasks assigned to them in the time allowed and with the resources available. Act constructively to deal with any conflicts in the team. Ensure that the way they communicate and relate to others contributes to the cohesion of the group. Take active part in planning the work of the team, and in distributing the tasks and the deadlines. Encourage all members to take part in the management and smooth running of the team. | |
| B6 |
Structure their presentations and comply with any requirements should there be any. Reply to the questions that they are asked. Understand that non-verbal language is appropriate to verbal discourse. Plan their communications: generate ideas, search for information, select and order the information, make schemes, determine the type of audience and the objectives of the communication, etc. Make interesting and persuasive presentations. Draft documents with the appropriate format, content, structure, language accuracy and register, and illustrate concepts using the appropriate conventions: formats, titles, footnotes, captions, etc. Prepare their presentations and use a variety of presentation strategies (audiovisual support, eye contact, voice, gesture, time, etc.). Encourage their audiences to participate and ask constructive questions to stimulate dialogue. | |
| B8 |
Describe situations and justify the need for projects. Plan to evaluate the results of the project. Ensure that the objectives of projects are consistent with the needs detected in the context. Identify possible risks inherent to projects Monitor the implementation of the project in order to evaluate the results and monitor the risks inherent to the project carried out. | |
| Type C | Code | Learning outcomes |
| C2 |
Use software for on-line communication: interactive tools (web, moodle, blogs, etc.), e-mail, forums, chat rooms, video conferences, collaborative work tools, etc. | |
| C3 |
Locate and access information effectively and efficiently. Critically evaluate information and its sources, and add it to their own knowledge base and system of values. Have a full understanding of the economic, legal, social and ethical implications of accessing and using information. | |
| C4 |
Produce oral texts that are appropriate to the communicative situation. Produce well-structured, clear and rich written texts | |
| C5 |
Be respectful of and promote human rights and the principles of universal accessibility, equal opportunities, non-discrimination and universal accessibility for th
ose with special educational needs. Be respectful of the values of a culture of peace and democracy. | |
| C6 |
Identify their own academic and professional interests and motivations. |
| Contents |
| Topic | Sub-topic |
| 1. Conceptual framework |
1.1. Current concept of disability. 1.2. Barriers and challenges in the educational and social inclusion of students with disabilities. 1.3. Curricular, organizational and methodological aspects. |
| 2. Educational intervention with students with visual disability |
2.1. Concept of blindness and low vision. Degrees and types of visual impairment. Warning signs. 2.2. Difficulties related to visual disability. 2.3. Educational intervention in early childhood education: Visual and multisensory stimulation; Braille literacy; Orientation and mobility; Daily living skills, Material and technological resources. |
| 3. Educational intervention with students with hearing disability |
3.1. Concept of hypoacusis and deafness. Degrees and types of hearing impairment. Warning signs. 3.2. Difficulties related to hearing disability. 3.3. Educational intervention in early childhood education: Auditory stimulation; Intervention in language and communication; Personal and material resources. |
| 4. Educational intervention with students with motor disability |
4.1. Concept of motor disability. Causes and types. 4.2. Difficulties related to motor disability. 4.3. Educational intervention in early childhood education: Augmentative and alternative communication systems; Personal and material resources. |
| 5. Educational intervention with students according to their intellectual abilities |
5.1. Concept of intellectual disability. Types and characterístics 5.2. Dificulties associated to intellectual disability 5.3. Concept of high intellectual ability. Types and characterístics. 5.4. Difficulties and needs related to high intellectual abilities 5.5. Educational intervention in early childhood education: Personal and material resources. |
| Planning |
| Methodologies :: Tests | |||||||||||||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | ||||||||||||||||||
| Introductory activities |
|
2 | 0 | 2 | |||||||||||||||||
| Lecture |
|
18 | 32 | 50 | |||||||||||||||||
| Debates |
|
6 | 9 | 15 | |||||||||||||||||
| Practical cases/ case studies |
|
18 | 30 | 48 | |||||||||||||||||
| Assignments |
|
1 | 20 | 21 | |||||||||||||||||
| Personal attention |
|
1 | 3 | 4 | |||||||||||||||||
| Mixed tests |
|
2 | 8 | 10 | |||||||||||||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | |||||||||||||||||||||
| Methodologies |
| Description | |
| Introductory activities | Presentació i organització de l'assignatura |
| Lecture | Presentació i desenvolupament dels continguts teòrics |
| Debates | Debat col·lectiu a partir de la lectura de diferents articles o del visionat de documents audiovisuals relacionats amb la temàtica de la matèria. |
| Practical cases/ case studies | Resolució de casos pràctics i anàlisi i valoració de diferents situacions reals. |
| Assignments | Elaboració de treballs relacionats amb el contingut teòric de la matèria. |
| Personal attention | Atenció personalitzada als alumnes que ho requereixin a l'espai de tutoria. |
| Personalized attention |
| Description |
|
Atenció personalitzada a les hores d'atenció a l'alumnat al despatx i a través del moodle, correu electrònic i/o videoconferència. |
| Assessment |
| Methodologies | Competences | Description | Weight | |||||||||||||||||
| Practical cases/ case studies |
|
Realització de les pràctiques grupals. | 20% | |||||||||||||||||
| Assignments |
|
Realització de treballs relacionats amb la temàtica de la matèria. | 30% | |||||||||||||||||
| Mixed tests |
|
Prova escrita on es valoraran els continguts treballats a la matèria. | 50% | |||||||||||||||||
| Others |
| Other comments and second exam session | |||
|
L'assignatura s'aprova a partir del 5. L'examen fa mitjana a partir de 5. Els treballs i les pràctiques fan mitjana a partir de 4 (cal tenir com a mínim una mitjana de 4 als treballs i una mitjana de 4 a les pràctiques per a poder fer mitjana amb l'examen). Hi haurà segona convocatòria d'examen, de treballs i de pràctiques. Els treballs i pràctiques que no es lliurin en la data establerta per a la primera convocatòria aniran directament a la segona convocatòria. |
|||
| Sources of information |
| Basic |
Albertí, M. i Romero, L., Alumnado con discapacidad visual, Graó, 2010
Basil,C.; Rosell, C. i Soro, E., Alumnado con discapacidad motriz, Graó, 2010
Bassedas, E., Alumnado con discapacidad intelectual y retraso del desarrollo, Graó, 2010
Cardona, C. i altres, Alumnado con pérdida auditiva, Graó, 2010
FIAPAS, Manual básico de formación especializada sobre discapacidad auditiva, FIAPAS, 2004
Martínez,M.i Guirado, A,, Alumnado con altas capacidades, Graó, 2010
Muntaner,J.J., Escuela y discapacidad intelectual, MAD, 2009
Varis autors, Sordera infantil: del diagnóstico precoz a la inclusión educativa: guía práctica para el abordaje interdisciplinar, Confederación Española de Familias de Personas Sordas, 2011 |
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Basic sources available in electronic format: Albertí, M. y Romero, L. Alumnado con discapacidad visual. Graó, 2010 Bassedas, E. Alumnado con discapacidad intelectual y retraso del desarrollo. Graó, 2010 Basil,C.; Rosell, C. i Soro, E. Alumnado con discapacidad motriz, Graó, 2010 Cardona, C. y otros. Alumnado con pérdida auditiva. Graó, 2010 FIAPAS. Manual básico de formación especializada sobre discapacidad auditiva. FIAPAS, 2004 FIAPAS. Sordera infantil. Del diagnóstico precoz a la inclusión educativa. Guía práctica para el abordaje interdisciplinar. Confederación Española de Familias de Personas Sordas, 2012 Martínez, M. y Guirado, A. Alumnado con altas capacidades. Graó, 2010 |
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| Complementary |
AARM, Retraso Mental. Definición, clasificación y sistemas de apoyo, Alianza. Madrid, 2000
Álvarez González, B., Alumnos de altas capacidades. Identificación e Intervención Educativa, Bruño. Madrid, 2001
Andrada,J., Alumnos precoces, superdotados y con altas capacidades, MECD. Madrid, 2000
Blanco, C., Guía para la identificación y seguimiento de alumnos superdotados, Praxis. Valencia, 2001
Bueno, M., Niños y niñas con ceguera, Aljibe. Málaga, 2000
Comes, G., Lectura y libros para alumnos con necesidades especiales, CEAC. Barcelona, 2003
Comes,G.; Parera,B.; Vedriel,G.; Vives,M., Enseñar a leer al alumnado con síndrome de Down. Programas de intervención temprana, Aljibe. Málaga, 2008
Cumellas, M. i Estrany, C., Discapacidades motoras y sensoriales, INDE, 2006
Gajic, K., Sordera y comunicación, Aljibe, 2010
Granado, M.C., El niño superdotado: fundamentos teóricos y psicoeducativos, Abecedario. Badajoz, 2005
Hornby, G., Inclusive Special Education: Evidence-Based Practices for Children with Special Needs and Disabilities, Springer, 2014
Kaufman, S.B., Twice exceptional: Supporting and educating bright and creative students with learning difficulties, Oxfod University Press, 2018
Latorre, A. i Bisetto, D., Trastornos del desarrollo motor. Programas de intervención y casos pràcticos, Pirámide, 2009
Levitt, S., Tratamiento de la parálisis cerebral y del retraso motor, Médica Panamericana, 2000
Lewis, V., Desarrollo y déficit, Paidós, 1991
Martín Caro, L., Sistemas de comunicación y parálisis cerebral, ICCE, 2001
Nind, Melanie; Strnadová, I., Belonging for people with profound intellectual and multiple disabilities: Pushing the boundaries of inclusion, , 2020
Reyero, M.; Touron,J., El desarrollo del talento: la aceleración como estrategia educativa, Netbiblo. A Coruña, 2003
Rodríguez, A., ¿Cómo leen los niños con ceguera y baja visión?, Aljibe, 2005
Sacks, O., Veo una voz: viaje al mundo de los sordos, Anagrama, 2003
Sánchez, J. i Llorca, M., Atención educativa al alumnado con parálisis cerebral, Aljibe. Málaga, 2004
Smith, C.M.M., Including the Gifted and Talented: Making Inclusion Work for More Able Learners, , 2006 |
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Complementary sources available in electronic format: Calderón Almendros, I. Education, disability and inclusion: a family struggle against an excluding school. Sense Publishers, 2017 Hornby, G. Inclusive Special Education:Evidence-Based Practices for Children with Special Needs and Disabilities. Springer. 2014 Kaufman, S.B. Twice exceptional: Supporting and educating bright and creative students with learning difficulties. Oxfod University Press. 2018 Nind, M.;Strnadová, I. Belonging for people withprofound intellectual and multiple disabilities: Pushing the boundaries ofinclusion. 2020 Smith, C.M.M. Including the Gifted andTalented: Making Inclusion Work for More Able Learners. 2006 |
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| Recommendations |
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.