1. General information
Course:
LEARNING AND DEVELOPMENTAL DISORDERS
Code:
47309
Type:
BASIC
ECTS credits:
6
Degree:
301 - UNDERGRADUATE DEGREE IN EARLY CHILDHOOD EDUCATION
Academic year:
2022-23
Center:
101 - FACULTY OF EDUCATION IN ALBACETE
Group(s):
12
Year:
2
Duration:
First semester
Main language:
Spanish
Second language:
Spanish
Use of additional languages:
English Friendly:
N
Web site:
Bilingual:
Y
Lecturer:
ESTHER VALLES GONZALEZ
- Group(s):
12
Building/Office
Department
Phone number
Email
Office hours
Facultad de Educacion
PSICOLOGÍA
2528
esther.valles@uclm.es
2. Pre-Requisites
No previous pre-requisites
3. Justification in the curriculum, relation to other subjects and to the profession
Learning and Developmental Disorders is a basic course unit in accordance with the guidelines established for building the European Higher Education Area (EHEA) to train students in the knowledge, understanding and management of the main developmental and learning problems of their future pupils, allowing them to perform a qualified professional work in which diversity and individuality are both contemplated, at the same time.
Other competencies developed through this subject are:
· To provide future teachers with the skills to support the most appropriate educational intervention.
· To provide a set of communication skills and collaboration with students’ family and other teaching teams
· To encourage critical and reflective spirit which will enable them to focus and intervene appropriately in each of the difficulties encountered in their teaching.
Finally, we can say that our students will find in their schools and classrooms, regardless of the cycle, throughout their professional life, some pupils with learning difficulties to varying degrees. Not only must they know what happens to them but also know what and how to work with them.
Relationship to other subjects of the Degree in Teaching: Atención Educativa a las Dificultades de Aprendizaje, Educational Psychology, Developmental Psychology and Education and Society
4. Degree competences achieved in this course
| Course competences | |
|---|---|
| Code | Description |
| 1.1.2.II.01 | Identify learning difficulties, cognitive dysfunctions, and dysfunctions related with attention. |
| 1.1.2.II.02 | Know how to inform other specialists to as to address collaboration between the center and the educator in attending to any special educational needs that might arise. |
| CB01 | Prove that they have acquired and understood knowledge in a subject area that derives from general secondary education and is appropriate to a level based on advanced course books, and includes updated and cutting-edge aspects of their field of knowledge. |
| CB02 | Apply their knowledge to their job or vocation in a professional manner and show that they have the competences to construct and justify arguments and solve problems within their subject area. |
| CB03 | Be able to gather and process relevant information (usually within their subject area) to give opinions, including reflections on relevant social, scientific or ethical issues. |
| CB04 | Transmit information, ideas, problems and solutions for both specialist and non-specialist audiences. |
| CB05 | Have developed the necessary learning abilities to carry on studying autonomously |
| CG02 | Encourage and facilitate learning in early childhood, from a perspective that is globalised and integrates the different cognitive, emotional, psychomotor and volitional dimensions. |
| CG04 | Encourage co-existence in and out of the classroom and address the peaceful resolution of conflicts. Know how to systematically observe learning and coexistence contexts and know how to reflect upon them. |
| CG05 | Carry out group reflections upon the acceptance of rules and respect for others. Encourage the autonomy and singularity of each pupil as factors of education on emotions, feelings, and values in early childhood. |
| CG06 | Know the evolution of language in early childhood, know how to identify possible dysfunctions and maintain observation to ensure a proper development. Efficiently address language-learning situations in multicultural and multilingual contexts. Express oneself orally and in writing and dominate different expression techniques. |
| CG10 | Act as a counselor to parents in relation to family education for the stage of 0-6 years of age and dominate social abilities in the treatment of and relation with the family of each pupil, and with all the families as a whole. |
| CG11 | Reflect upon the practices of the classroom to innovate and improve the teaching process. Acquire habits and skills for autonomous and co-operative learning and encourage them in the pupils. |
| CT02 | Mastery of Information and Communication Technology. |
| CT03 | Correct oral and written communication. |
| CT04 | Commitment and professional ethics. |
| CT05 | Encourage the respect of fundamental rights and equality between men and women. |
| CT06 | Encourage the respect and promotion of Human Rights and the principles of universal accessibility and design for all in conformity with the stipulated information in the tenth clause of the Final Disposition of Law 51/2003, of the 2 of December, Equal Opportunity, Non-Discriminatory Policies and Universal Accessibility for Disabled People. |
| CT07 | Promote values that belong to a culture of peace, and democratic values. |
5. Objectives or Learning Outcomes
| Course learning outcomes | |
|---|---|
| Description | |
| Know how to reflect upon and have a critical attitude towards teaching pupils with specific educational needs. | |
| Be able to adapt the methodologies and objectives of Physical Education to the different educational spaces present in a school and in the surrounding environment. | |
| Know how to identify students with transitory or permanent educational needs, defining priority areas of action, such as the help and support required to encourage learning. | |
| Know how to identify and plan the resolution of educational situations that affect pupils with different abilities and different learning paces. | |
| Know how to detect and analyse possible barriers to the learning and participation of pupils with specific educational needs, in the classroom as well as the environment of the center, its facilities, and encourage the utilization of the necessary resources to encourage integration. | |
| Be able to encourage the inclusion of diversity through educative intervention techniques in the classroom. | |
| Collaborate with other specialists so as to respond to the diversity and interculturality both in and out of the center. | |
| Know the psychological and social fundamentals of pupils with specific educational needs. | |
| Identify the learning difficulties, developmental disorders, cognitive and attention dysfunctions, and problems related with integration as they arise in and out of the classroom. | |
| Additional outcomes | |
| Not established. |
6. Units / Contents
-
Unit 1: CURRENT APPROACHES IN SPECIAL EDUCATION
-
Unit 1.1: Specific Needs Educational Support and Inclusive Schools.
-
Unit 1.2: Diversity as an inherent phenomenon in education
-
-
Unit 2: PROBLEMS AND LEARNING DIFFICULTIES
-
Unit 2.1: Spoken and written language problems in the classroom
-
Unit 2.2: Behavioral, emotional and motivational problems
-
-
Unit 3: DEVELOPMENTAL DISORDERS AND SPECIAL EDUCATIONAL NEEDS (SEN)
-
Unit 3.1: High capacities pupils
-
Unit 3.2: Pupils with intellectual disability
-
Unit 3.3: Pupils with sensory disabilities (blindness, deafness).
-
Unit 3.4: Pupils with physical disabilitiy
-
Unit 3.5: Pervasive Developmental Disorders.
-
Unit 3.6:
-
Unit 3.7:
-
-
Unit 4:
-
Unit 4.1:
-
Unit 4.2:
-
7. Activities, Units/Modules and Methodology
| Training Activity | Methodology | Related Competences (only degrees before RD 822/2021) | ECTS | Hours | As | Com | Description | |
| Class Attendance (theory) [ON-SITE] | Lectures | CB02 CB03 CB05 CG05 CG06 CG11 CT02 CT03 CT04 | 1.48 | 37 | N | N | Explanations given by the professor about central topics related to the subject matter. It aims to develop other competences transversely | |
| Analysis of articles and reviews [OFF-SITE] | Cooperative / Collaborative Learning | CB03 CG02 CG06 CT02 CT03 CT04 | 1.56 | 39 | Y | N | ||
| Group tutoring sessions [ON-SITE] | Cooperative / Collaborative Learning | CB02 CB03 CB05 CT03 CT04 | 0.08 | 2 | Y | N | During group work, supporting students in solving doubts about the topic. It aims to develop other competences transversely | |
| Writing of reports or projects [OFF-SITE] | Self-study | 1.1.2.II.01 1.1.2.II.02 CB02 CB03 CB04 CB05 CG10 CG11 CT02 CT03 CT04 CT05 CT06 CT07 | 2.04 | 51 | Y | Y | Case resolution and analysis related to the subject matter. It aims to develop other competences transversely | |
| Problem solving and/or case studies [ON-SITE] | Project/Problem Based Learning (PBL) | CB02 CB03 CG06 CG11 CT02 | 0.38 | 9.5 | Y | Y | ||
| Final test [ON-SITE] | Assessment tests | CB02 CB03 CB05 CT03 | 0.08 | 2 | Y | Y | The exam will be made up of true-or-false, multiple choice and short answer questions. | |
| Project or Topic Presentations [ON-SITE] | Cooperative / Collaborative Learning | CB02 CB03 CG06 CG11 CT02 CT03 | 0.38 | 9.5 | Y | Y | ||
| Total: | 6 | 150 | ||||||
| Total credits of in-class work: 2.4 | Total class time hours: 60 | |||||||
| Total credits of out of class work: 3.6 | Total hours of out of class work: 90 | |||||||
As: Assessable training activity Com: Training activity of compulsory overcoming (It will be essential to overcome both continuous and non-continuous assessment).
8. Evaluation criteria and Grading System
| Evaluation System | Continuous assessment | Non-continuous evaluation * | Description |
| Assessment of problem solving and/or case studies | 6.00% | 6.00% | |
| Oral presentations assessment | 34.00% | 34.00% | Analytical skills, the exposure of content and creativity will be assessed |
| Final test | 60.00% | 60.00% | It will assess the results of meaningful learning of the course content and, where appropriate, the ability to solve the issues raised |
| Total: | 100.00% | 100.00% |
According to art. 4 of the UCLM Student Evaluation Regulations, it must be provided to students who cannot regularly attend face-to-face training activities the passing of the subject, having the right (art. 12.2) to be globally graded, in 2 annual calls per subject , an ordinary and an extraordinary one (evaluating 100% of the competences).
Evaluation criteria for the final exam:
-
Continuous assessment:ASSESSMENT CRITERIA
ON-SITE STUDENTS. To pass the subject you must meet the following conditions: 1) To pass the practical part (works done during the course) (up to 4 points) and 2) to pass the final theoretical exam (up to 6 points)
VERY IMPORTANT: For every mistake of those included in the "List of mistakes to avoid" (see Moodle), the student will miss 0.2 marks in the corresponding activity/test/presentation/exam up to a maximum of 1.6 marks (8 mistakes). If the mistake is repeated, the repetition(s) will be also penalized.
*If applicable, any modifications or adaptations needed in the teaching guides as a result of a change in the teaching or evaluation model derived from the evolution of the pandemic will be documented in a later addendum -
Non-continuous evaluation:To pass the subject you must meet the following conditions: 1) To pass an oral presentation and works done during the curse (up to 4 points) and 2) To pass a Final theoretical and practical exam (up to 6 points)
VERY IMPORTANT: For every mistake of those included in the "List of mistakes to avoid" (see Moodle), the student will miss 0.2 marks in the corresponding activity/test/presentation/exam up to a maximum of 1.6 marks (8 mistakes). If the mistake is repeated, the repetition(s) will be also penalized.
*If applicable, any modifications or adaptations needed in the teaching guides as a result of a change in the teaching or evaluation model derived from the evolution of the pandemic will be documented in a later addendum
Specifications for the resit/retake exam:
The mark obtained in the practical part will be kept for the extraordinary call in the same academic year.
*If applicable, any modifications or adaptations needed in the teaching guides as a result of a change in the teaching or evaluation model derived from the evolution of the pandemic will be documented in a later addendum
*If applicable, any modifications or adaptations needed in the teaching guides as a result of a change in the teaching or evaluation model derived from the evolution of the pandemic will be documented in a later addendum
Specifications for the second resit / retake exam:
This test will be held on the date set in the official examinations calendar and it will consist of an exam with a value of 100% of the final grade.
*If applicable, any modifications or adaptations needed in the teaching guides as a result of a change in the teaching or evaluation model derived from the evolution of the pandemic will be documented in a later addendum
*If applicable, any modifications or adaptations needed in the teaching guides as a result of a change in the teaching or evaluation model derived from the evolution of the pandemic will be documented in a later addendum
9. Assignments, course calendar and important dates
| Not related to the syllabus/contents | |
|---|---|
| Hours | hours |
| Final test [PRESENCIAL][Assessment tests] | 2 |
| Unit 1 (de 4): CURRENT APPROACHES IN SPECIAL EDUCATION | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 8 |
| Analysis of articles and reviews [AUTÓNOMA][Cooperative / Collaborative Learning] | 7 |
| Writing of reports or projects [AUTÓNOMA][Self-study] | 9 |
| Problem solving and/or case studies [PRESENCIAL][Project/Problem Based Learning (PBL)] | 5.5 |
| Project or Topic Presentations [PRESENCIAL][Cooperative / Collaborative Learning] | 2.5 |
| Unit 2 (de 4): PROBLEMS AND LEARNING DIFFICULTIES | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 5 |
| Analysis of articles and reviews [AUTÓNOMA][Cooperative / Collaborative Learning] | 8 |
| Writing of reports or projects [AUTÓNOMA][Self-study] | 11 |
| Problem solving and/or case studies [PRESENCIAL][Project/Problem Based Learning (PBL)] | 3 |
| Project or Topic Presentations [PRESENCIAL][Cooperative / Collaborative Learning] | 2 |
| Unit 3 (de 4): DEVELOPMENTAL DISORDERS AND SPECIAL EDUCATIONAL NEEDS (SEN) | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 12 |
| Analysis of articles and reviews [AUTÓNOMA][Cooperative / Collaborative Learning] | 16 |
| Writing of reports or projects [AUTÓNOMA][Self-study] | 18 |
| Problem solving and/or case studies [PRESENCIAL][Project/Problem Based Learning (PBL)] | 1 |
| Project or Topic Presentations [PRESENCIAL][Cooperative / Collaborative Learning] | 3 |
| Unit 4 (de 4): | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 12 |
| Analysis of articles and reviews [AUTÓNOMA][Cooperative / Collaborative Learning] | 8 |
| Group tutoring sessions [PRESENCIAL][Cooperative / Collaborative Learning] | 2 |
| Writing of reports or projects [AUTÓNOMA][Self-study] | 13 |
| Project or Topic Presentations [PRESENCIAL][Cooperative / Collaborative Learning] | 2 |
| Global activity | |
|---|---|
| Activities | hours |
10. Bibliography and Sources