Universitat Internacional de Catalunya

Educational Intervention for Students with Mental Disabilities

Educational Intervention for Students with Mental Disabilities
6
10108
4
First semester
op
Main language of instruction: Spanish

Other languages of instruction: Catalan,

Teaching staff


Mrs. LUNA BROSA, Maria Cristina - clunab@uic.es

Professora: Cristina Luna

L’atenció a l’alumnat es fa per correu electrònic (clunab@uic.es) o després de les classes.

Introduction

 

The current educational system is based on the principle of inclusion as a basic paradigm in schools. This model defends attention to diversity as a learning reality and requires teachers and specialists to know in depth different disorders and pathologies that interfere with learning processes. Learning disorders can be caused by physical, sensory, intellectual or psychological causes.


Students who have intellectual disabilities for different causes or etiologies, have a certain cognitive, personal, social and emotional functioning that leads them to have specific needs in their learning process. Knowing the current concept and definition of intellectual disability and the evaluation of functionality, as well as the definition of the needs profile, will help us understand the educational inclusion of these students in all its dimensions.


Students who access learning with different personal sensory conditions such as visual or auditory problems have specific educational needs both at a methodological and personal level that must be answered. Students with mobility problems will also require specific and specific supports for each type of motor disorder.


Throughout this subject we will delve deeper into the different disorders that define different learning profiles, their characteristics, and the work in each of the areas and their adaptation to the school environment as well as the educational services that are involved.

Pre-course requirements

  • • Know the current educational law
    • Have previous concepts about educational inclusion
    • Know the attention to diversity and active methodologies.
    • Know the basic processes of standardized learning in infant and primary education

Objectives

1. Educación especial o inclusión educativa:

  • tipo de estudiante
  • Sistemas inclusivos en la educación ordinaria

2. Respecto del estudiante con Discapacidad Intelectual:

  • Características, evolución y desarrollo de la persona con Discapacidad Intelectual.
  • Clasificación y etiología de la Discapacidad Intelectual.
  • El desarrollo del lenguaje en la Discapacidad Intelectual.
  • Funcionalidad y autonomía.
  • Criterios de escolarización.
  • Necesidades educativas derivadas de la Discapacidad Intelectual.
  • Estrategias para atender las necesidades educativas del estudiante con Discapacidad Intelectual.
  • Recursos y estrategias de acceso al currículum. Educación Infantil/Educación Primaria y transición a secundaria.
  • Educación en el tiempo libre.
  • Educación afectiva en discapacidad.
  • Discapacidad intelectual y vida adulta.

3. Respecto a la Discapacidad Visual:

  • Dar a conocer el Centro de Recursos Educativos para estudiantes con discapacidad visual: quiénes somos y qué hacemos.
  • Contextualizar nuestro trabajo en materia de diversidad dentro del marco legislativo actual.
  • Conocer el trabajo que realiza el Equipo Psicopedagógico específico: profesionales, criterios de atención, ámbito de actuación y funciones.
  • Dar a conocer el modelo explicativo del proceso de adaptación a la discapacidad visual.
  • Facilitar conocimientos generales sobre intervenciones con las familias de estudiantes con discapacidad visual.
  • Experimentar y comprender la baja visión.
  • Conocer técnicas y estrategias para potenciar la autonomía del alumnado con discapacidad visual.
  • Conocer diferentes métodos y técnicas con el fin de facilitar la inclusión del alumnado con discapacidad visual en las diferentes etapas educativas.
  • Dar a conocer las adaptaciones técnicas que utilizan los estudiantes ciegos y con baja visión para trabajar con la computadora, y las estrategias metodológicas para el uso de software estándar y específico.
  • Conocer algunas pautas básicas para la selección y/o adaptación de materiales digitales accesibles al alumnado con discapacidad visual.
  • Conocer los diferentes dispositivos de acceso informático y software estándar y específico para trabajar las distintas áreas curriculares en las etapas de Educación Infantil y Primaria.

4. Respecto a la discapacidad auditiva:

  • Dar a conocer las bases conceptuales del estudio de la DA; Grados y tipos; etiología; diversas clasificaciones.
  • Contextualizar la atención al alumnado con discapacidad auditiva dentro del marco legislativo vigente.
  • Dar a conocer qué son los CREDA y cómo funcionan.
  • Comprender la discapacidad auditiva.
  • Difundir estrategias para mejorar la comunicación y autonomía del alumnado con discapacidad auditiva.
  • Conocer los sistemas de comunicación para la educación del alumnado con EA.
  • Conocer pautas de intervención en el aula con alumnos con EA.
  • Conozca a los profesionales implicados en el apoyo educativo a niños y niñas con EA.
  • Conocer diferentes métodos y técnicas con el fin de facilitar la inclusión del alumnado con discapacidad auditiva en las diferentes etapas educativas. Conocer y realizar un análisis crítico de la colocación educativa del alumnado con EA.
  • Conocer los enfoques de intervención del lenguaje con estudiantes con EA.
  • Conocer algunas pautas básicas para la selección y/o adaptación de materiales digitales accesibles para estudiantes con discapacidad auditiva.
  • Contextualizar el problema de la sordoceguera.
  • Conocer pautas de intervención con niños sordociegos.
  • Comprender la situación de los estudiantes sordociegos.

5. Respecto a la Incapacidad Motriz:

  • Conocer la etiología y tipología de la discapacidad física
  • Desarrollar los criterios de inclusión educativa según la Organización Mundial de la Salud
  • Conocer diferentes materiales de apoyo que facilitarán la participación activa y efectiva de todos los estudiantes
  • Aplicar metodologías apropiadas para facilitar la inclusión de estudiantes con discapacidad motriz

6. Servicios educativos:

  • Nuevo Decreto de Educación Inclusiva de 2017
  • Servicios educativos y networking con otros servicios (Sanidad y Bienestar Social)
  • Sistema de apoyo

7. Técnicas y métodos de estimulación multisensorial y psicomotora.

  • Intervención/terapias fuera del sistema educativo:
  • Estimulación neurosensorial
  • trabajo corporal
  • Intervención global en el desarrollo

8. Orientación y apoyo familiar.

  • Expectativas de representaciones entre docentes y familias
  • Relación familia-escuela con niños con NEE
  • Coordinación servicios-familia-escuela

Competences/Learning outcomes of the degree programme

  • CEM-03 - To become familiar with the basics of early care.
  • CEM-04 - To recognize the characteristics of the stage and its cognitive, psychomotor, communicative, social and affective features.
  • CEM-07 - To identify learning difficulties and cognitive dysfunctions and their relation to attention.
  • CEM-08 - To know to inform other professional specialists in order to set up collaboration between the school and the teacher to deal with any special educational needs that arise.
  • CEM-09 - To acquire resources to favour the educational integration of students with additional needs.
  • CEM-13 - To attend to the needs of the students and transmit confidence, calmness and affection to them.
  • CEM-25 - To identify disorders of sleep, eating, psychomotor development, attention, hearing and sight.
  • CEM-26 - To collaborate with professional specialists to resolve these disorders.
  • CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
  • CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
  • CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
  • CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
  • CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
  • CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
  • CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
  • CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
  • CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
  • CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
  • CG-05 - To be familiar with the elements that make up analytical thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-06 - To be familiar with the elements that make up systemic thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-07 - To be familiar with the elements that make up critical thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-08 - To be familiar with the elements that make up reflective thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-10 - To be familiar with the elements that make up entrepreneurial spirit, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.

Syllabus

• Characteristics of DV and school intervention.
• Characteristics of DA and school intervention.
• Characteristics of DM and school intervention.
• Characteristics of DI and school intervention. (The S. of DOWN)
• Networking in entities and bodies and functions that help the school inclusion of students: CREDA, CREDV, EAP, CDIAP, physiotherapy...
• Techniques and methods of multi-sensory and psychomotor stimulation.
• Family guidance and support. School-family relationship with children with SEN

Teaching and learning activities

In person



TRAINING ACTIVITY                                                 

 METHODOLOGY

Master Class                                                           

Theoretical Class

Case Study                                                              

Theoretical Class  

Practical Classes                

Critical Reading                                                             

Autonomous Learning        

Individual Work

Preparation and performance of assessable activities

Individual work 

Solving exercises and problems

Practical classes

Independent Study and Exercise Work

Individual Work                                                        Independent Learning
COMPETENCESMETHODOLOGYTRAINING ACTIVITY
CEM-08 CEM-09 CEM-10 CEM-20 CEM-28 CET-1 CET-2 CET-3 CET-4 CET-5 CET-6 CET-7 CG-01 CG-02 CG-03 CG-04 CG-05 CG-06 CG-07 CG-08 CG-09 CG-10 CG-11 Cooperative learning
Case studies
Presenting method / lecture
Problem and exercise solving
Practical classes
Theory classes
Individual / independent study and work
Group study and work
Seminar-workshops
Tutorials

Evaluation systems and criteria

In person



First call:

  • 40%: Written test with test-type questions and development and/or identification questions
  • 50%: Practical cases
  • 10%: Attendance and participation in the different activities carried out in class

A minimum of 5 is required in the written test and to have completed all the evaluative learning activities in order to calculate the subject average and pass.

The evaluation will always respect the general regulations established in the Degree of Psychology regarding spelling mistakes, redaction and plagiarism.

Second call:

  • 40%: Written test with test-type questions and development and/or identification questions
  • 50%: Practical cases (same mark as in the first call)
  • 10%: Attendance and participation in the different activities carried out in class (same grade as in the first call)

A minimum of 5 is required on the written test to average. The subject is passed with a minimum average of 5 taking into account all the parts evaluated (passed and failed).

The evaluation will always respect the general regulations established in the Degree of Psychology regarding spelling mistakes, redaction and plagiarism.

ASSESSMENT SYSTEM

The students’ active attendance in class reflects their degree of involvement through their level of interest and their interaction with the lecturer and the rest of their classmates.

An individual written test that includes the most general and relevant aspects of the subject matter under evaluation. These exams will assess the students’ ability to listen to and understand the main ideas of the course content, as well as their ability to understand the literature specific in their area of study and use the relevant terminology. The written exams will also assess concepts specific to the degree programme’s various subjects. They will be structured into partial and/or final exams, final exercises, online questionnaires and the analysis of scientific articles.

Students will be asked to deal with case studies, in order to apply the theoretical content learned in class in a real or simulated situation.

Bibliography and resources

Bàsica:

  • Basil, C; Rossell, C. (2010) Alumnado con discapacidad motriz: 009 (Escuela Inclusiva), Graó, Barcelona
  • Cardona, Gomar, Palmés, Sadurní. (2010). Alumnado con pérdida auditiva. (Escuela Inclusiva) Graó, Barcelona
  • González Pérez, J. (2003) DISCAPACIDAD INTELECTUAL: Concepto, evaluación e intervención psicopedagógica. Editorial CCS. Madrid
  • Perpiñá, S. (2018)Tengo un alumno con síndrome de Down : Estrategias de intervención educativa. Madrid, Narcea
  • Verdugo, MA y P. Navas (2021) DISCAPACIDAD INTELECTUAL. Definición, diagnóstico, clasificación y sistemas de apoyos. (12ª edición) de Asociación Americana de Discapacidades Intelectuales y del Desarrollo (AAIDD) 
  • Verdugo, M. A.; Gutiérrez, B.  (2009). Discapacidad intelectual: Adaptación social y problemas de comportamiento. Madrid, Pirámide

D.visual

Procés de detecció i avaluació de l’alumnat amb discapacitat visual.

  • Bonals, J., Sánchez-Cano, M. (coords.). Manual de asesoramiento psicopedagógico. Capitulo 20: El alumnado con déficit visual. Editorial Graó. Barcelona. (1997).  ISBN: 978-84-7827-522-9.
  • Bonals, J., Sánchez-Cano, M. (coords.). La evaluación psicopedagógica. Capítulo 11: La evaluación psicopedagógica del alumnado con déficit visual. Editorial Graó. Barcelona. (2005). ISBN: 84-7827-366-2.

Orientació i assessorament familiar.

  • Checa, J. ; Díaz, P.; Pallero, R. Capítulo 5: Intervención Psicológica para el ajuste a la deficiencia visual en la infancia y en la adolescencia. En Psicología y Ceguera. Manual para la intervención psicológica en el ajuste a la deficiencia visual.  Madrid: ONCE (2003) ISBN: 84-484-0123-9

Autonomia personal i Baixa visió.                                             

 El suport educatiu en l’escolaritat obligatòria.

  • Barraga, N. (1997). Textos reunidos de la doctora Barraga. Madrid: ONCE. ISBN: 84-484-0093-3
  • Frostig, M.; Horne, D. i Miller, A-M. (1973). Figuras y formas. Guía para el maestro. Madrid: Médica Panamericana, S.A. (1973) ISBN: 84-85320-28-X
  • Chapman, E.J.; Tobin, M.J.; Tooze, F.H. i Moss, S. (1997). Look & Think. Madrid: ONCE. ISBN: 84-484-0094-1
  • Bueno, M. i Toro, S. (1994). Deficiencia visual. Aspectos psicoevolutivos y educativos. Archidona: Aljibe. ISBN: 84-87767-20-6
  • Bueno, M.; Espejo, B.; Rodríguez, F. i Toro, S. (1999). Niños y niñas con baja visión. Recomendaciones para la família y la escuela. Archidona: Aljibe. ISBN: 84-95212-24-2
  • Bueno, M.; Espejo, B.; Rodríguez, F. i Toro, S. (2000). Niños y niñas con ceguera. Recomendaciones para la família y la escuela. Archidona: Aljibe. ISBN: 84-95212-71-4
  • Martínez, I. i Polo, D. (2004). Guía didáctica para la lectoescritura braille. Madrid: ONCE. ISBN: 84-484-0149-2
  • Ardanaz, L. et al. (2004). La escuela inclusiva. Prácticas y reflexiones. Barcelona: Graó. ISBN: 84-7827-325-

Recursos digitals i eines tiflotècniques per l’alumnat amb discapacitat visual.

  • Adreça del servidor de l’Once. Es poden descarregar versions demostració dels diferents programes i adaptacions tiflotècniques.

           ftp://ftp.once.es/pub/utt/tiflosoftware/

  • Accés a les notícies més importants relacionades amb ceguesa i tecnologia.

          http://cidat.once.es/home.cfm?id=2&nivel=1&orden=2

  • Accés al catàleg de productes tiflològics i tiflotècnics que comercialitza o distribueix l’Once.

           http://cidat.once.es/home.cfm?excepcion=5

  • Curs D332: Estratègies TAC per a la inclusió de l'alumnat amb discapacitat visual.

          http://www.xtec.cat/formaciotic/dvdformacio/materials/td332/guia.html

  •  Curs D232: Estratègies per a la inclusió de l'alumnat amb discapacitat visual.

           http://www.xtec.cat/formaciotic/dvdformacio/materials/td232/

D. Auditiva

  • Ahlgren, I; Hyltenstam, K. (1994) Bilingualism in Deaf Education. Signum. Hamburg.
  • Alonso, P. et al.; (2003). Libro blanco de la Lengua de Signos Española en el sistema educativo. CNSE. Madrid.
  • Cedillo, P. (2004). Háblame a los ojos. Octaedro.
  • Collel, S. y García, C. (2006). El mundo al alcance de las manos. Una aproximación a la sordoceguera y al tiempo de ocio de los niños. En Fernández-Viader, M.P y Pertusa, E. (Eds). El valor de la mirada: Sordera y educación. Ediciones de la Universidad de Barcelona.
  • Bellés, R. (Cood); (1995). Modelos de atención educativa a niños sordos. IMEB i Universitat Ramon Llull.
  • Fernández-Viader, M.P. (1996). La comunicación de los niños sordos : interacción comunicativa padres-hijos. Madrid : Confederación Nacional de Sordos de España Fundación ONCE.
  • Fernández Viader, M.P. y Pertusa, E. (Coords); (2005). El valor de la mirada, sordera y educación. Barcelona: Servei de Publicacions de la Universitat de Barcelona.
  • Humphries, T., Kushalnagar, P., Mathur, G., Napoli, D. J., Padden, C., & Rathmann, C. (2014). Ensuring Language Acquisition for Deaf Children: What Linguists Can Do. Language, 90, 31-52.
  • http://dx.doi.org/10.1353/lan.2014.0036
  • Marchesi, A. (2001). Desarrollo y educación de los niños sordos. En Desarrollo psicológico y educación III. (2a edició). Alianza Editorial. Madrid.
  • Marschark, M. (2009). Raising and educating a deaf child. Oxford University Press.
  • Massone, M. I. y Machado. E. M. (l994). Lengua de Señas Argentina. Análisis y Vocabulario Bilingüe. Buenos Aires: Edicial.
  • Nunes, T, Burman, D, Evans, D, Bell, D (2010). Writing a language that you can’t hear. En: N Brunswick, S McDougall, P Davies (eds.) The role of orthographies in reading and spelling. Hove: Psychology Press/Taylor and Francis. 109-128.
  • Nunes, T. & Bryant, P. (2006). Improving literacy by teaching morphemes. London: Routledge.
  • Nunes, T. & Moreno, C. (2002). An intervention program for promoting deaf pupils' achievement in mathematics. Journal of  Deaf Studies and  Deaf Education, 7(2):120-33.
  • Nunes, T. (2004). Teaching mathematics to deaf children. Wiley. ISBN: 978-1-86156-340-8.
  • Nunes, T. and Bryant, P. (1996). Children doing mathematics. Wiley. ISBN: 978-0-631-18472-0.
  • Sacks, O. (2003). Veo una voz: viaje al mundo de los sordos. Anagrama.
  • Gómez Viñas, P. (2000). La sordoceguera: intervención psicopedagógica. En Aspectos evolutivos y educativos de la deficiencia visual. Vol II. ONCE.
  • Janssen, M.J., Riksen-Walraven, J.M., & van Dijk, J.P.M. (2002). Enhancing the quality of interaction between deafblind children and their educators. Journal of Developmental and Physical Disabilities, 14, 87-109.
  • Janssen, M.J., Riksen-Walraven, J.M., & van Dijk, J.P.M. (2003a). Contact: Effects of an intervention program to foster harmonious interaction between deaf-blind children and their educators. Journal of Visual Impairment & Blindness, 97, 215-228.
  • Janssen, M.J., Riksen-Walraven, J.M., & van Dijk, J.P.M. (2003b). Toward a diagnostic intervention model for fostering harmonious interactions between deaf-blind children and their educators. Journal of Visual Impairment & Blindness, 97, 197-214.
  • Vervloed, M.P.J., van Dijk, R.J.M., Knoors, H, & van Dijk, J.P.M. (2006). Interaction between the teacher and the congenitally deafblind child. American Annals of the Deaf, 151, 336-344.
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