Universitat Internacional de Catalunya
Educational and Organizational Aspects of Special Needs Education
Other languages of instruction: Spanish,
Teaching staff
Professor: Cristina Pons
Via email: cpons@uic.es
Introduction
The subject aims to contribute to teacher training, by knowledge of a series of proposals of reflection and guidelines to the enhancement of education of pupils with SEN and to the enhancement of education of every pupil, two aspects that cannot be understood one without the other.
Pre-course requirements
- To understand the educational and learning processes of children in their family, social and school contexts.
- To know the developments in the evolutionary psychology of childhood.
- To be familiar with the basics of early care.
Objectives
- To know the vocabulary of Special Education. Basic concepts.
- To analyse the legal frame of educational politics for people with disabilities in Catalonia.
- To identify the historic evolution of special education, doing a comparative based in the authors that studied it.
- To discover different models of educational response to diversity in the class-room.
- To be able to design class-room organizational proposals, employing different strategies to offer an adjusted educational response to the class’ needs and each pupil’s needs (class management, resources...).
Competences/Learning outcomes of the degree programme
- 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-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.
- 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.
Learning outcomes of the subject
- Knows the vocabulary of Special Education. Basic concepts.
- Analyses the evolution of special education from an historical point of view.
- Identifyes the historic evolution of special education, doing a comparative based in the authors that studied it.
- Knows different educational responses to diversity in the class-room.
- Is able to design class-room organization proposals, employing different strategies to offer an adjusted educational response to the class’ needs and each pupil’s needs (class management, resources...).
Syllabus
Current school reality: Educational models
Subject 1.- Educational models or current lines in special education
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Three educational models: Special education, mainstream and inclusion
Beyond mainstream: Concept and levels. Attention to diversity.
Subject 2.- Organizational and didactic aspects
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Curricular dessign and planning
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Centre organization
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Curricular measures: Units, support, Multilevel teaching and Universal Design for learning
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Individual plan
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Active methodologies: Strategies to work toghether different pupils
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Teaching and learning activities
In person
- The organizational approach of the subject seeks to encourage the complementarity of dynamics to promote learning. From master class sessions led by the teaching staff with work sessions in the classroom, encouraging the use of different active methodologies, spaces for reflection and participation in the classroom. There will also be proposals aimed at promoting individual student study and work, taking into account the development of general critical and reflective thinking skills, creativity and quality orientation. Based on this premise, we try to encourage students' self-regulation in relation to their own learning process. Transferring the responsibility of their training process to the student. And finally, group work is also encouraged as a source of personal and professional enrichment, relating it to the specific skills of a teacher in relation to interpersonal, organizational responsibility and collaboration with the professional environment.
| COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
|---|---|---|
| CEM-05 CEM-07 CEM-13 CEM-16 CEM-17 CEM-19 CEM-20 CEM-23 CET-1 CET-2 CET-4 CET-5 CET-6 CG-01 CG-02 CG-04 CG-05 CG-06 CG-07 CG-08 CG-09 CG-10 CG-11 | Cooperative learning Presentation methods / lecture Problem-solving exercises | Practical classes Theory classes Individual / independent study and work Group study and work Tutorials |
Evaluation systems and criteria
In person
The proposed training activities are divided into training activities that should help you practice knowledge, and evaluation activities, where the competencies linked to the activities must be demonstrated. The proposal of these evaluation activities, related to the criteria and learning outcomes (RA) are what constitutes the evaluation system.
The evaluation system consists of two types of evaluation. Continuous evaluation, linked to the monitoring and evolution of learning during the training process. And the final evaluation, which serves to demonstrate the competency integration of the subject. Both types of evaluation are mandatory, therefore, all the activities proposed to pass the subject must be passed.
Below, its specification is detailed:
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Final assessment: |
Global test (30%) + Oral defense (20%) |
50% (January 2024) |
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Progress assessment |
Task 1: Center culture.Definition principles |
10% |
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Task 2: Center policies.Organization |
10 % |
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Task 3: Center educational practices. Met. |
10% |
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Task 4: Educational practices. Group. |
10% |
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Task 5: Ed. practices. Special Needs |
10% |