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Curricular Design and Adaptation

Code: 101685
Credits: 6
2026/2027
Degree programme Type Course
Speech therapy OP 4

Contact lecturer

Name :
Cristina Laborda Molla
Email :
cristina.laborda@uab.cat

Group languages

You can consult this information at the end of the document.

Prerequisites

 

It is recommended that students take the 4thyear optional subject “communication and oral language in inclusive schools” concurrently. 

Objectives

The methodological objectives of this course are developed within strategies based on directed, supervised and autonomous work.

The main objectives are to:

  1. Adapt teaching-learning processes to respond tochildren’s special educational needs (SEN) in contexts of diversity.
  2. Know the educational system and the current curriculum to be able to carry out actions to fulfil specific learning needs.
  3. Explore different methodological strategies to respond to the SEN of pre-school and primary education students, from the speech therapist point of view. 

Learning outcomes

  • CM17 (Generate an individualised curricular adaptation appropriate to a specific case.) Generate an individualised curricular adaptation appropriate to a specific case.
  • KM44 (Critically explain the impact of different models of educational integration policy on the use of public resources in the education system.) Critically explain the impact of different models of educational integration policy on the use of public resources in the education system.
  • KM45 (Explain in a contextualised way speech therapy interventions in the school framework, taking into account the centre’s educational project and the role played by the common curriculum in the school environment.) Explain in a contextualised way speech therapy interventions in the school framework, taking into account the centre’s educational project and the role played by the common curriculum in the school environment.
  • KM46 (Describe the influence of context and of social and dynamic interaction when assessing special educational needs and designing and planning an intervention.) Describe the influence of context and of social and dynamic interaction when assessing special educational needs and designing and planning an intervention.
  • KM47 (Explain the special educational needs related to hearing and speech disorders, as well as the methods to promote the integral development of the people targeted by the intervention.) Explain the special educational needs related to hearing and speech disorders, as well as the methods to promote the integral development of the people targeted by the intervention.
  • SM33 (Use the techniques and tools of the profession to detect and evaluate communicative and linguistic competences in the school environment.) Use the techniques and tools of the profession to detect and evaluate communicative and linguistic competences in the school environment.
  • SM34 (Prepare policies to address special educational needs or learning difficulties related to language and hearing.) Prepare policies to address special educational needs or learning difficulties related to language and hearing.

Contents


  1. The Catalan educational context

    1. Educational System

    2. Different educational stages

    3. The 150 decree


  2. The curriculum

    1. Foundations and characteristics


  3. Design and organization of teaching-learning contexts in schools

    1. Educational school project

    2. Linguistic project

    3. Annual programmes

    4. Class programme (teaching unit)


  4. Curricular adaptations and production of individualized plans

    1. Special educational needs: concept, kinds and causes

    2. Learning difficulties related to audition and speech

    3. How to develop an individualized plan

    4. Special resources: SIEI, SIAL, AIS


  5. Methodological and organizational resources to achieve equity 

    1. School as an inclusive setting

    2. The role of the speech therapist


Learning activities and methodology

Title Hours ECTS Learning outcomes
- Lectures: 26 hours 24 0.96
Lectures, and in-class activitites 84 3.36
Individual study and team work 28 1.12
- Seminars 12 0.48

The course will be structured as a team project (an active methodology, very useful to take into account educational diversity), where involvement and participation of all students will be very important since the very first moment. There will be lectures open to students’ participation and in-class activities (study case, simulations and discussions), highlighting students’ presentations.

Activities in this course are directed, supervised and autonomous.

  • Directed activities are led by the teachers, and are carried out in the classrooms. These sessions take place in a large group and they include presentations, thinking and debate of the main contents of the blocks.
  • Supervised activities take place outside the classroom and include individual as well as in group tutoring, which aims is to ovecome difficulties, guide tasks and ensure the comprehension of the learning outcomes.
  • Autonomous activities are carried out by students independently, and include reading preparation, studying cases and some tasks to ensure the best academic achievement of the student.

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
EV4: Educational material adaptation (paper) 35% 0 0 CM17, KM45
EV2:Question research project (oral, face to face) 35% 1 0.04 KM47, SM33
EV3: Case study (paper) 20% 0 0 CM17, SM33, SM34
EV1: Legislative context presentation (oral, face to face) 10% 1 0.04 KM44, KM46

This course follows a continuous assessment process, so it does not consider single assessment or a synthesis test.


Evidence code Name Weight Format (oral, written or both) Authorship (individual, group or both) Mode (in-class, on line or both) Due Date
EV2 Question research project presentation 35% Oral Group In-class week 10-11
EV3 Case study 20% Writting Individual In-class week 14
EV4 Instructional material adaptation 35% Writting Group Online week 18
EV1 Legislative context presentation 10% Oral Group In-class
week 5-6


Results obtained for each of the evaluation activites will be given to the students 15 days after their submission as maximum grades, and will be posted on the Campus Virtual. Students have the right to carry out a review of the assessment of their activities in a individual tutorial session with the professor, in the 10 days following the publication of the grades.

Feed-back of assessment activities:

Feed-back Kind of feed-back Week
Written EV3: From the rubric EV4: From the rubric 18 19
In class EV 1: From the rubric EV2: From the rubric 7 12-13


Students who have submitted learning evidence with a weight equal to or greater than 4 points (40% of the weight of the submissions) cannot be listed as 'non-assessable' (no avaluable) on the course's grade sheet.

Students who have properly followed the course during the term and yet have not achieved some aspect of it will be given the opportunity to pass the subject through the repetition of the failed activity (week 20). Students who have not met the established criteria to pass the course and who have been previously evaluated in a set of activities whose weight is equivalent to a minimum of two-thirds of the total grade of the course may opt to take one of the retake exams. The possibility of using this retake to improve a grade is not contemplated. In case of not meeting the minimum criteria established to pass the course, the maximum grade to be recorded on the academic record will be 4.5.

In this course, the use of Artificial Intelligence (AI) technologies is permitted as an integral part of the development of the work, provided that the final result reflects a significant contribution by the student in terms of analysis and personal reflection. The student must clearly identify which parts have been generated with this technology, specify the tools used, and include a critical reflection on how these have influenced the process and the final result of the activity. Non-transparency in the use of AI will be considered a lack of academic honesty and may lead to a 0 in the evaluation of the activity.

According to UAB regulations, plagiarism or copying of any work or written exam will be penalized with a 0 as the grade for the course, losing the possibility of recovering it, whether it is an individual or group work (in this case, all members of the group will get a 0). If during an individual assignment in class, the professors consider that a student is trying to copy or if any type of unauthorized document or device is discovered, it will be graded with a 0, without the option of a retake, and therefore, the student will fail the course.


The Faculty assessment rules are in https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html



Bibliography

Basic bibliography 

GENERALITAT DE CATALUNYA (2008): Currículum. Educació Infantil. Barcelona: Departament d’Ensenyament.

GENERALITAT DE CATALUNYA (2008): Currículum. Educació Primària. Barcelona: Departament d’Ensenyament.

GISTAL(Grup d’Investigació sobre Sordeses i Trastorns en l’Adquisició del      llenguatge)(2002)L’ alumnat sord a les etapes infantil i primària.  Criteris i exemples d’intervenció educativa.Bellaterra, Servei de Publicacions de la UAB.

ECHEITA, G. (2006) Educación para la inclusión o educación sin exclusiones. Madrid: Narcea.

GINÉ, C. (coord.) (1996). Trastorns del desenvolupament i Necessitats Educatives Especials. Barcelona: UOC./Intervenció psicopedagògica en els transtorns del desenvolupament. Edició del 2000.

PUIGDELLÍVOL, I. (1992): Programació d’aula i adequació curricular. El tractament de la diversitat. Barcelona: Graó.

MACARULLA, I. SAIZ, M. (Coord)(2009) Bones pràctiques d'escola inclusiva. La inclusió d'alumnat amb discapacitat: un repte, una necessitat.Barcelona: GRAO (166)

MARCHESI, A. . [et al.] (1999): Desarrollo psicológico y educación. 3. Trastornos del desarrollo y necesidades especiales. Madrid:Alianza editorial.

Additional bibliography 

ALDÁMIZ M. i altres(2000) Com ens ho fem? Propostes per educaren la diversitat Barcelona: Grao nº 119.

A.A.V.V. (1993): Necesidades educativas especiales. Málaga: ediciones Aljibe.

ALVAREZ, L. SOLER, E. (1996): La diversitat en la pràctica educativa: modelos de orientación y tutoría. Madrid: Editorial CCS. Col·lecció Campus 3.

AINSCOW, M. (1994): Necesidades especiales en el aula. Madrid: UNESCO-Narcea.

ARNAIZ, P.. i LOZANO, J. (1996) Proyecto curricular para la diversidad. Psicomotricidad y lectoescritura. Madrid: Ed. CCS

CELA, J. [et al.] (1997): El tractament de la diversitat en l’etapa d’infantil i primària. Barcelona: Dossiers Rosa Sensat.

COLL, C. (1987): Psicología y currículum. Barcelona: Cuadernos de Pedagogía-Laia.

EISNER, E.W. (1987): Procesos cognitivos y currículum. Una base para decidir lo que hay   que enseñar. Barcelona: Martínez Roca.

FERRÁNDEZ,A. (Coord.) (1997):  Didàctica general. Barcelona, UOC.

GARCIA PASTOR, C. (1995): Una escuela común para niños diferentes: la integración escolar.   Barcelona: EUB.

GARCIA VIDAL, J. i GONZÁLEZ MANJÓN, D. (1998 3a edició): Evaluación e informe psicopedagógico. Una perspectiva curricular. Vol. I. Madrid: EOS.

GALLARDO, J.R. (1995,2a edició): Manual de logopedia escolar. Un enfoque pràctico. Málaga: Ediciones Aljibe.

GENERALITAT DE CATALUNYA (1996): Atenció a la diversitat a l’ESO: 50 idees per a   l’acció. Barcelona: Departament d’Ensenyament.

GENERALITAT DE CATALUNYA (2003): L’ús del  llenguatge a l’escola. Propostes d’intervenció per a l’alumnat amb dificultats

GIMENO, J. (1988): El currículum, una reflexión sobre la práctica. Madrid: Morata.

GIMENO, J. i PÉREZ, A. (1988): Comprender y transformar. Madrid: Morata.

GIROUX, H. A. i FLECHA, R. (1992): Igualdad educativa y diferencia cultural. Barcelona: Roure.

HANKO, G. (1993): Las necesidades educativas especiales en las aulas ordinarias. Barcelona: Paidós.

HEGARTY y otros(1998) Aprender juntos.  La integración escolar. Madrid: Morata

GONZÁLEZ, D. (1993): Adaptaciones Curriculares: guia para su elaboración. Málaga: Aljibe.

LOPEZ MELERO,M.(1993) Lecturas sobre integración escolar y social .Barcelona: Paidos

LOUGHLIN,C.E.; SUINA,J.H.(1982):El ambiente de aprendizaje: diseño y organización.Madrid:MEC/Morata,1987

LLUCH, X i SALINAS, J. (1996): La diversidad cultural en la práctica educativa. Madrid: M.E.C.

MARTÍN, E; MAURI, T., (COORDS) (2011): Orientación educativa. Atención a la diversidad y educación inclusiva. Bacelona: Graó.

MINISTERIO DE EDUCACIÓN Y CIENCIA (1992): Adaptaciones curriculares. Madrid: MEC “Cajas rojas”

Monogràfic (1993b): Educar en la diversidad. Cuadernos de Pedagogía, 212.

Monogràfic (1998): Comprendre la diversitat en educació. Educar, 22 i 23.

MUÑOZ, E. (1992): Desenvolupament curricular i educació en la diversitat. Barcelona: ICE-UAB.

MUÑOZ, E. i RUÉ, J. (Coords.) (1993): Educació en la diversitat i escola democràtica. Bellaterra: ICE-UAB.

PALACIOS, J. (1996): La adaptación en Andalucía. Sevilla. Junta de Andalucía.

PARDO, A.Mª.I BARLET, X. (1990) Reflexiones sobre el trabajo con padres. Revista de Logopedia, Foniatría, Audiología, vol. 10, nº 1.

PÉREZ-CAMPANERO, Mª. P. (1991): Cómo detectar las necesidades de intervención socioeducativa. Madrid: Narcea.

PUIGDELLÍVOL, I. (1998): <spanstyle=\"text-decoration: underline;\">La educación especial en la escuela integrada. Barcelona: Graó.

RUÉ, J. (1992): Què farem de la diversitat? Crònica d’Ensenyament, 43, pp. 4-6.

RUÉ, J. i TEIXIDOR, M. (1991): Diversitat i agrupament d’alumnes. Bellaterra: ICE-UAB.

RUIZ I BEL, R. (1989): Adapataciones curriculares individualitzades per als nens amb necessitats educatives especials.  Barcelona: Generalitat de Catalunyna.

SANZ DEL RÍO, S. (1995): Integración de alumnos con Necesidades Educativas Especiales. Panorama Internacional. Madrid, Real Patronato.

STAINBACK, S. (1999): Aulas inclusivas. Madrid: Narcea.

UNESCO (1994): Declaración de Salamanca y Marco de Acción sobre Necesidades Educativas Especiales. París, UNESCO-MEC

UNESCO (1995): Las Necesidades Especiales en el Aula. Materiales para la formación de profesores. París: UNESCO.

WANG C.M. (1998): Atención a la diversidad del alumnado. Madrid: Narcea.

Software

Not use in this course.

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 1 Catalan first semester morning-mixed
(SEM) Seminars 111 Catalan first semester morning-mixed