| Competences |
| Type A | Code | Competences Specific |
| Aei11 | 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. | |
| Aep10 | 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 entre els estudiants. | |
| Type B | Code | Competences Transversal |
| B6 | Clear and effective communication of information, ideas, problems and solutions in public or a specific technical field | |
| Type C | Code | Competences Nuclear |
| C3 | Be able to manage information and knowledge |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| Aei11 |
Coneix els principis, fonaments, referents ideològics i normatius de l'atenció a la diversitat i l'escola inclusiva. Dissenya recursos organitzatius, metodològics i materials per respondre a les necessitats educatives a l'aula infantil i primària. Presenta un actitud crítica sobre les pràctiques a l'aula amb la finalitat d'optimitzar las tasca docent. | |
| Aep10 |
Presenta una actitud crítica sobre les pràctiques a l'aula amb la finalitat d'optimitzar la tasca docent. Dissenya recursos organitzatius, metodològics i materials per respondre a les necessitats educatives a l'aula infantil i primària. Coneix els principis, fonaments, referents ideològics i normatius de l'atenció a la diversitat i l'escola inclusiva. | |
| Type B | Code | Learning outcomes |
| B6 |
Intervene effectively and convey relevant information. Use other media to support the message of their presentations. Prepare their presentations and use a variety of presentation strategies (audiovisual support, eye contact, voice, gesture, time, etc.). | |
| Type C | Code | Learning outcomes |
| C3 |
Critically evaluate information and its sources, and add it to their own knowledge base and system of values. Reflect on, review and evaluate the information management process. |
| Contents |
| Topic | Sub-topic |
| 1. Diversity and educational needs of students | 1.1. Educational principles of the inclusive school 1.2. Historical evolution 1.3. Regulations for student care 1.4. Attention to the educational needs of students |
| 2. Conceptual bases of learning difficulties and development disorders | 2.1. Classifications and Diagnosis 2.2. Causal and predisposing factors 2.3 Interdisciplinarity and coordination |
| 3. Attention deficit and hyperactivity disorders | 3.1. Terminologies and classifications 3.2. Detection in the classroom. Manifestations in the different evolutionary stages 3.3. Risk factor's 3.4. psychoeducational intervention 3.5. Other interventions |
| 4. Learning disorders | 4.1 Reading, writing and calculation problem: descriptions and diagnosis 4.2. Assessment 4.3. Intervention |
| 5. Autism Spectrum Disorders | 5.1. Terminologies and classifications 5.2. Detection in the classroom. Manifestations of the different disorders according to evolutionary stages 5.3. Risk factor's 5.4. psychoeducational intervention |
| 6. Speech and language disorders | 6.1. Terminologies and classifications 6.2. Manifestations of the different problems according to evolutionary stages 6.3. Risk factor's 6.4. psychoeducational intervention |
| 7. Intellectual disability | 7.1. Terminologies and classifications 7.2. Manifestations 7.3. Risk factors or causes 7.4. Psychoeducational intervention |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 0 | 1 | ||||||
| Lecture |
|
35 | 48 | 83 | ||||||
| Practical cases/ case studies in the classroom |
|
15 | 15 | 30 | ||||||
| Personal attention |
|
3 | 0 | 3 | ||||||
| Presentations / oral communications |
|
6 | 25 | 31 | ||||||
| Mixed tests |
|
2 | 0 | 2 | ||||||
| (*) 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 | Present the subject, its contents and assessment methods |
| Lecture | Presentation of the fundamental contents |
| Practical cases/ case studies in the classroom | Approach to a situation (real or simulated) in which the student must work to give a reasoned solution to the topic, solve a series of specific questions or carry out a global reflection. |
| Personal attention | Attention to students during the attention hours. |
| Presentations / oral communications | Presentations with technological support on topics related to the subject. |
| Personalized attention |
| Description |
|
individualized attention. Opening hours will be specified at the beginning of the course. |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Practical cases/ case studies in the classroom |
|
Different practical cases related to the content of the subject will be considered to allow the student to reflect on the knowledge he is acquiring. These activities must be presented through moodle. CAMPUS SESCELADES: There will also be a kind of continuous self-evaluations in the lectures and/or seminars on the content worked on in class. The delivery, within the established term, of these activities in the form of questions corresponds to 10% of the total mark of the subject. The resolution of the practical case mentioned above corresponds to 10% of the total grade of the subject. |
2 | ||||
| Presentations / oral communications |
|
Oral presentation in technological format that will be done in groups. At the beginning of the course, the points that will be assessed and the topics that will be worked on will be specified. |
2 | ||||
| Mixed tests |
|
Given that each campus has a different timing, each one will carry out a different evaluation methodology: SELECTED CAMPUS: Through a mixed examination with test-type questions (mistakes are penalized) and the resolution of a practical case. There will be two exams, one at the end of the subject and a recovery one for those who have not reached grade 5. CAMPUS TERRES DE L'EBRE: Through a development exam and the resolution of a practical case. There will be two exams, one at the end of the subject and a recovery one for those who have not reached grade 5. CAMPUS BAIX PENEDÉS: Through a mixed exam of short questions and practical case, in which both the practical and the theoretical part will be evaluated. There will be 2 partial exams (one in December and the other in March), a global exam and a make-up exam in March-April for those who have not reached the 5th. |
6 | ||||
| Others | > |
| Other comments and second exam session | |||
|
To pass the subject you must have passed the theoretical exam (with a grade equal to or higher than 5). The sum of all activities with weight in the grade (exam + oral presentation + resolution of practical cases) must also be equal to or greater than 5. For students who fail the exam there will be a second call. There is no second call for the other assessment activities. In accordance with the regulations in force, the teaching staff may establish the measures they consider appropriate for the proper development of the assessment and training activities. The measures could include limitations regarding the use or possession of communication and data transmission devices during classes and assessable tests and will be mandatory for the student. |
|||
| Sources of information |
| Basic |
Lou M.A., López N., , Bases psicopedagógicas, , 1999
Orjales I, Claves para afrontar la vida con un hijo con TDAH: Mi cabeza es como si tuviera 1000 pies, , 2009
Jané i Ballabriga, Ma. del Claustre, Llenguatge i psicopatologia de la infantesa i l'adolescència : clínica i avaluació / M. del Claustre Jané i Ballabriga, , 2001
Mena Pujol B , L'alumne amb TDAH : guia pràctica per a educadors: trastorn por dèficit d'atenció amb o sense hiperactivitat / Mena Pujol, B., ... [et al.], , 2006
Galligó M, El aprendizaje y sus trastornos: consideraciones psicológicas y pedagógicas , , 2003
Sánchez A., Torres J, Diversidad y educación especial I y II, , 1998
Cardona M.C, Dievrsidad y educación inclusiva, , 2005
Orjales, I., Polaino, A, Programas de intervención cognitivo-conductual para niños con déficit de atención con hiperactividad, , 2002
American Psychological Association, Manual Diagnóstico y Estadístico de los Trastornos Mentales, DSM-V, , 2014
Comellas J.M, Dificultats d'aprenentatge: diversos referents d'èxit, , 2004
Miranda A., Fortes C., Gil M.D, Dificultades del aprendizaje de las matemáticas: un enfoque evolutivo, , 2000
González Manjón D, Las dificultades de aprendizaje en el aula, , 2002
Diana Hudson, Dificultades específicas de aprendizaje y otros trastornos, 9788427723252, Narcea Ediciones, 2017
Rubén Tovar Bordón, Técnicas de estudio para TDAH - guía para padres y profesionales, 9788468117546, Editorial CEP, S.L., 2013
Belloch, A.;Sandín, B., Ramos, F., Manual de Psicopatología II., Ed Mc Graw Hill, 2020
Castejón, J. L. & Navas, L., Dificultades y trastornos del aprendizaje y del desarrollo en infantil y primaria (Edición adaptada y ampliada)., Editorial Club Universitario., 2017 |
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| Complementary |
González Manjón D., , Las dificultades de aprendizaje en el aula, , 2002
Comellas M.J., , Dificultats d'aprenentatge: diversos referents d'èxit, Universitat Autònoma de Barcelona, 2003
Orjales I., , Claves para afrontar la vida con un hijo con TDAH: "Mi cabeza... es como si tuviera mil pies", Pirámide, 2009
Janin, B., Vasen, J., Fusca, C., Dislexia y dificultades de aprendizaje. Aportes desde la clínica y la educación.Dislexia y dificultades de aprendizaje. Aportes desde la clínica y la educación., Noveduc, 2017
VVAA, Manual de Psicología Clínica de la Infancia y la Adolescencia. Bases para una nueva especialidad., Ed Mc Graw Hill, 2021
Aguilera, A. (coord.), Introducción a las Dificultades del Aprendizaje, Ed Mc Graw Hill, 2004 |
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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.