Academic management

This course belongs to the Bachelor´s Degree in Primary Teaching Education and is integrated within the module Learning and Personality Development, corresponding to the core training block. It is a 6 ECTS credits course. 
It is integrated in the first semester (second year) and intended to provide students with theoretical and practical content on Attention to Diversity and those Specific Needs of Educational Support that can be found in the classroom. More specifically, it seeks to equip students with knowledge and skills necessary to respond adequately to the specific educational needs of students. This course starts by presenting a characterization of Attention to Diversity today. Subsequently, the different types of needs that can be present in the classroom are introduced, trying to introduce students in the use of some assessment techniques and intervention programs used nowadays.  

No prior knowledge is required in order to understand the different topics addressed in this course. However, a basic knowledge on general psychology may strongly benefit students. This knowledge can be adquired by taking the courses on Educational Development (first semester) and Educational Psychology (second semester). 

General competencies: 

CG1; CG2; CG3; CG4; CG5; CG6. 

Transversal competencies:

CT1; CT2; CT3; CT4; CT5; CT6; CT7. 

Specific competencies:

CE1; CE2. 

These competencies are related to the following learning outcomes:

RA1.1; RA1.2; RA1.3; RA1.4; RA1.5; RA1.6.

Competencies related to the subject:

CEM1.2; CEM1.3; CEM 1.4; CEM1.5; CEM1.6; CEM1.7; CEM1.8; CEM1.9; CEM1.10; CEM1.11; CEM1.12; CEM1.13.

These competencies are related to the following learning outcomes:

RA1.1; RA1.2; RA1.3; RA1.4; RA1.5; RA1.6; RA1.7; RA1.8. 

BLOCK I: INTRODUCTION

Topic 1: Attention to Diversity and Special Education

Topic 2: Schooling process and Attention to Diversity. Curriculum and students with Special Education Needs.

BLOCK II: HIGH AND LOW INTELLECTUAL ABILITIES

Topic 3: Intellectual disability and socio-cultural deprivation.

Topic 4: High intellectual abilities.

BLOCK III: STUDENTS WITH LEARNING DIFFICULTIES

Topic 5: General and specific Learning Disabilities

BLOCK IV: STUDENTS WITH SENSORY AND MOTOR DISABILITIES

Topic 6: Hearing impairments.

Topic 7: Visual impairments.

Topic 8: Motoric impairments.

BLOCK V: OTHER DISORDERS

Topic 9: Misbehavior at school.

Topic 10: Autistic Spectrum Disorder.

At the beginning of each topic, some materials are provided: working documents with examples, complementary readings, practical cases…

Lectures will take place in the classroom, using direct and audiovisual means. In addition, practical sessions and seminars are offered in order to deepen on the different topics addressed and encourage ideas exchange. It is worth noting the practical orientation of the subject, which seeks to promote students´ participation, theoretical and practical problems resolution, real cases analyses, interest and reflection on current educational and social events.

Group working and participation will be positively valued as well. This is relevant to understand the topics addressed, while facilitates opinions exchange and helps to consolidate important contents.

Exceptionally, if sanitary conditions require it, non-presential activities may be included. In that case, the student will be informed of the changes made.

TUTORIAL ACTION PLAN

The subject can contribute to the professional development of students, guiding them towards further job opportunities: primary school teachers, cultural and social associations, intervention in groups with disabilities, study academies, hospital classrooms, academic support companies, publishing, NGOs ...

In addition, this course seeks to promote social commitment with the different profiles of students that can be found in the classroom, considering and giving an adequate response to the diversity and uniqueness of each group and individual.

The lecturers of this subject believe in the need to develop positive attitudes towards diversity and inclusion of students with special educational needs. Such attitudes should start being developed at school, hence the importance to form teachers who are sensitized and trained in this issue. Only then they will be able to transmit positive values ​​to students. Respect, tolerance, equality of opportunity, uniqueness ... must govern the classroom. We must ensure that our students are aware enough that we live in a plural society with diverse needs, and we need to be ready to respond to these needs. It is from this area we can contribute.

The assessment of the contents of this course will be performed as follows:

Ordinary examination:

It will be a continuous, formative and summative evaluation. Different means and instruments will be used.

Students will take a test to check the acquisition and proper management of the contents addressed in class.

Students are requested to obtain additional points by:

1. Active participation in practical classes and delivering those tasks proposed by teachers.

2. Active participation and task performed in group tutorials.

This will provide an estimation of a student achievement in relation to the objectives of the course. Therefore, the method used will be based on continuous assessment. The final grade will depend upon the following aspects:

• Final exam (test type):                                                                                                                                                                 60%       
• Attendance, participation and elaboration of the practical tasks proposed in practical sessions and group tutorials:                40%                                                                                                                                                 

In order to pass the course, a minimum grade of 5 must be achieved in each part.

Extraordinary examination:

Assessment criteria for students that are not able to attend the ordinary examination are described bellow:

Assessment related to this modality will depend upon:

• Final exam (test type):                                                                                                60%
• Practical tasks previously programmed by teachers:                                                 40%

According to the teacher´s criterion, those students who had handed in the practical exercises for the ordinary examination might be exempted to give them for this call.  

In order to pass the course, a minimum grade of 5 must be achieved in each part. 

Differentiated evaluation (evaluación diferenciada):

For those students who have obtained a differentiated evaluation, the assessment of this course will be performed as follows:

•  A 60% of the score will be provided by the final exam (test type)
•  A 40% of the score will correspond to practical tasks planned by the teacher during the current year* 

* Those tasks that require the student is present in class will be replaced by a theoretical written work, which main topic and characteristics will be discussed with the teacher. 

In order to pass the course, a minimum grade of 5 must be achieved in each part. 

Exceptionally, if sanitary conditions require it, non-presential assessment procedures may be included, in which case the student will be informed of the changes made.

Students will strongly benefit from consulting the following materials:

Álvarez, l. y Soler, E. (1996). La diversidad en la práctica educativa. Madrid: CCS.

Arnaiz, P. (2003). Educación inclusiva: una escuela para todos. Málaga: Aljibe.

Arco, J. L. y Fernández, A. (coords.) (2004). Necesidades educativas especiales. Evaluación e intervención psicológica. Madrid: Mc Graw-Hill.

Arroyo, S., Tarragó, S. y Martorell, M. (2009). Los superdotados. La realidad de una diferencia. Barcelona: Terapias Verdes/Navona.

Asociación Americana sobre Retraso Mental (A.A.M.R.). (2004). Definición, clasificación y sistema de apoyo. Madrid: Alianza psicología.

Baron-Cohen, S. (2010). Autismo y síndrome de Asperger. Madrid: Alianza.

Bautista, R. (comp.) (1993). Necesidades educativas especiales. Málaga: Aljibe.

Castanedo, C. (1997). Bases psicopedagógicas de la educación especial. Evaluación e intervención. Madrid: CCS.

Castejón, J. L. y Navas, l. (2007). Unas bases psicológicas de la educación especial. Madrid: editorial club universitario.

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

González, E. (2003). Necesidades educativas especiales. Intervención psicoeducativa. Madrid: CCS.

Heward, W. L. (2001). Niños excepcionales. Una introducción a la educación especial. Madrid: Prentince Hall.

Lou, Mª. A. y López, N. (coords.) (2001). Bases psicopedagógicas de la educación especial. Madrid: Pirámide.

Luque, D. (2006). Orientación educativa e intervención psicopedagógica en el alumnado con discapacidad. Análisis de casos prácticos. Málaga: Aljibe.

Lledo, A. (2008). La discapacidad auditiva. Un modelo de educación inclusiva. Barcelona: EDEBE.

Marchesi, A., Coll, C. y Palacios, J. (1990). Desarrollo psicológico y educación III. Necesidades educativas especiales y aprendizaje escolar. Madrid: Alianza.

Molina, S. (1994). Bases psicopedagógicas de la educación especial. Alcoy: Marfil

Salvador, I. y Rodríguez, C. (2001). Mentes en desventaja. La discapacidad intelectual. Barcelona: Océano

Salvador, F. (coords.) (2005). Bases psicopedagógicas de la educación especial. Málaga: Aljibe.

Sánchez, A. y Torres, A. (coords.) (1997). Educación especial I y II. Madrid: Alianza.

Sánchez, A. y Torres, A. (coords.) (2002). Educación especial. Centros educativos y profesores ante la diversidad. Madrid: Psicología Pirámide.

Tinbergen, N., y Tinbergen, E.A. (2004). Niños autistas. Madrid: Alianza Editorial.

Verdugo, M. A. (dir.) (1995). Personas con discapacidad: perspectivas psicopedagógicas y rehabilitadotas. Madrid: Siglo XXI.