Specific Educational Learning Needs in Early Childhood Education
Code: 105051 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 2500797 Early Childhood Education | OT | 4 |
Contact
- Name:
- Maria Teresa Mas Parera
- Email:
- teresa.mas@uab.cat
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
It is recommended to have completed "processos educatius y d'aprenentatge" and "Inclusió educativa: NEE"
Objectives and Contextualisation
The objective of the subject are:
- Know the educational and learning process in the 0-6 year period in children with specific educational needs
- Undestand and analyze the limits of education and learning in today's society as well as the fundamental competences of educational agents in the 0-6 year period to be able to adapt the content to children with specific educational needs
- Understant the educational identity of the stage of infant education in order to make to the adaptations pertinent to children with specific educational needs.
Competences
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- Design and regulate learning spaces in diverse contexts which attend to the particular issues of pupils regarding gender equality, equity and respect for human rights.
- Guide parents regarding family education in the 0-6 period.
- Identify learning difficulties, cognitive dysfunctions and problems related with attention.
- Recognize and evaluate the social reality and the interrelation between factors involved as necessary anticipation of action.
- Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
- Work in teams and with teams (in the same field or interdisciplinary).
Learning Outcomes
- Analyse and identify the educational needs of pupils to design teaching and learning strategies in the context of inclusive schooling.
- Analyse experiences of good practice in the process of educational inclusion to address collaborative processes between different educational agents.
- Analyse the indicators of sustainability of academic and professional activities in the areas of knowledge, integrating social, economic and environmental dimensions.
- Contribute ideas and know how to integrate them in whole work of the team.
- Establish work teams to develop activities independently.
- Understand the process of educational inclusion to analyse teaching practice and the institutional context that it encompasses.
- Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
Content
BLOCK 1. BASIC PSICHOLOGYCAL PROCESSESS
1. Atention
2. Perception
3. Language
BLOCK 2. SPECIFIC DISORDERS
1. Speeck and language disorders
2. TANV
3. Motricity
4. TDAH and SAAC
5. Other specific dissorders
6. Psychopedagogical strategies, general and specific, for each dissorder
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Evaluation | 10 | 0.4 | 1, 2, 4, 5, 6 |
| Face | 40 | 1.6 | 1, 2, 4, 6 |
| Type: Supervised | |||
| Supervised work | 25 | 1 | 4, 5, 6 |
| Type: Autonomous | |||
| Autonomous work | 75 | 3 | 2, 6 |
A proposal for individual and group work will be done for each of the blocks that will be developed based on the contents exposed and commented in the classroom. The individual works will imply that from a subject that chooses the student can make a practical proposal to favor the processes teaching-learning in children with special educational needs. Each individual work will focus on one of the bloks. Group work will be more abaut content analysi. All this work will be supervised through tutorials. Different case studies will be shown in the subject and resources will be provided to be able to apply to the children's classroom to the diversity of specific educational needs. The intention of the subject is that students get different resources to apply in the classroom and adapt them to chldren with special educational needs. Attendance is mandatory in 80% of classes.
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
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Individual work: reflection of teaching-learning processes | 30% | 0 | 0 | 2, 3, 6, 7 |
| Team work: analysis of paper | 20% | 0 | 0 | 1, 2, 4, 5 |
| Team work: elaboration of a story | 20% | 0 | 0 | 2, 4, 5, 6 |
| individual work: a proposal of play | 30% | 0 | 0 | 1, 2, 4 |
The evaluation of the subject is continued and it will be based an individual work and a group work will be done for each block. Individual work will be delivered and end of each block (in April and June) and group works will be delivered progressively ruring class sessions. In case of not supessing one of both individual work and or grupal work a written test will be carried out (scheduled for June 30).To pass de subject, students must pass individual and grupal work assignments with a minimum grade fo 5, but the notes will not be weighted. Will be considered NP when student does not submitany of the proposed works. Knowledge of learning processes will be valued and adapted to the different needs of children.
The students who accept the single evaluation, through the procedures facilitated by the faculty and inform the teacher, will take a single exam on June 16th and in case of suspension on June 30.
Copying or plagiarism in any kind of evaluation activity is a crime, and will be penalized with a 0 as a grade for the subject losing the possibility of retrieving it, whether it is a individual work as well as in a group work (in this case, all members of the group will have a 0).
The students receive feedback or qualification from the professor in a maxium 20 working days of the Faculty calendar.
Bibliography
Cabrerizo, J. & Rubio, M.J. (2007). Atención a la diversidad. Teoría y práctica. Madrid: Pearson Educación
Basseses, E., Huguet, T. , Solé, I. (1998). Aprendre i ensenyar a l'educació infantil. Barcelona: Graó
Galligó, M. et col. (2003). El aprendizaje y sus trastornos. Consideraciones psicológicas y pedagógicas. Barcelona: CEAC
Puente, A. (2005) Cognición y aprendizaje. Madrid: Piramide
Software
No necesary
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAUL) Classroom practices | 1 | Catalan | second semester | afternoon |
| (TE) Theory | 1 | Catalan | second semester | afternoon |