Universitat Internacional de Catalunya

Educational Intervention for Students with Mental Disabilities

Educational Intervention for Students with Mental Disabilities
6
10162
4
First semester
op
Main language of instruction: Spanish

Other languages of instruction: Catalan,

Teaching staff


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

Lecturers:

Anna Carballo Márquez (subject coordinator): acarballo@uic.es

Cristina Luna (Talita): clunab@uic.es

 

 

It is necessary to agreee date and time via email.

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. - Regarding students with Intellectual Disabilities:

  • Characteristics, evolution and development of the person with intellectual disability.
  • Classification and etiology of Intellectual Disability.
  • Language development in Intellectual Disabilities.
  • Functionality and autonomy.
  • Enrollment criteria.
  • Educational needs arising from the Intellectual Disability.
  • Strategies for the care of the educational needs of students with intellectual disabilities.
  • Resources and strategies for curriculum access. Early Childhood / Primary and secondary transition.
  • Education in leisure time.
  • Affective education in menal deficiencte.
  • Intellectual Disability and adulthood.


2. - Regarding autism and pervasive developmental disorders (PDD):

  • Concept, types and features.
  • Evolution and development of individuals with PDD.
  • Enrollment criteria.
  • Specific educational needs of students with ASD.
  • Resources and teaching strategies for the care of students with PDD in the classroom.
  • Curriculum access strategies.

3. - Care and family counseling.

 

Competences/Learning outcomes of the degree programme

  • CEM-01 - To analyze and understand the educational processes inside and outside the classroom regarding the 6-12 age period.
  • CEM-02 - To be familiar with the basics of primary education.
  • CEM-06 - To address and resolve discipline problems.
  • CEM-07 - To promote cooperation and individual work and effort.
  • 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-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-03 - To be able to communicate in English at level B1, according to 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-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



Theorical and practical classes by different professionals and reflexive activities in group, as well as guided learning, to elaborate the portfolio, by the professor responsible of the subject.

COMPETENCESMETHODOLOGYTRAINING ACTIVITY
CEM-15 CEM-19 CEM-20 CET-1 CET-2 CET-5 CET-6 CET-7 CG-02 CG-04 CG-05 CG-06 CG-07 CG-08 CG-09 CG-10 CG-11 Cooperative learning
Case studies
Presentation methods / lecture
Problem-solving exercises
Practical classes
Theory classes
Individual / independent study and work
Group study and work
Seminar-workshops
Tutorials

Evaluation systems and criteria

In person



  • 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

Bibliography and resources

Bibliografía Discapacitat Intlel·lectual

  • ASPRONA. (2001). La autodeterminación de las persones con discapacidad intelectual. Valladolid. Cuadernos de Buenas prácticas FEAPS.
  • Badia, M. Longo, E. (2009).  El ocio en las personas con discapacidad intelectual: participación y calidad de vida a través de las actividades de ocio.  Salamanca. Siglo Cero Revista Española sobre Discapacidad Intelectual Vol 40 (3), Núm. 231, pp. 30- 44.
  • Collicot, J. (2000). Posar en pràctica l’ensenyament multinivell: estratègies per als mestres. Revista Suports. Vol. IV, num. 1. pp. 87-100.
  •  Ruiz, R. (2006). Una aproximació pràctica a l’Ensenyament multinivell en el nostre context educatiu. Document basat en les conferències adreçades als professionals del les USEE per Robert Ruiz i Bel, l’abril de 2006
  • Verdugo, M.A. (2006). Programa de habilidades dela vida diaria para la mejora dela conducta autodeterminada en personas con enfermedad mental grave y prolongada. Salamanca. Publicaciones del INICO.

Bibliografía TEA

Básica

  • Centre Educatiu i Terapèutic Carrilet (2012). Comprensión y abordaje educativo y terapéutico del TEA. Barcelona: Horsori editorial.
  • Farrés, N. ( 2014 ). Confluència de les vessants educativa i terapèutica per al treball amb infants amb TEA: de l’emoció a la cognició. Revista Desenvolupa, núm 38, pp 1-15.
  • Viloca, Ll. (2012). El niño autista: detección, evolución y tratamiento. Barcelona: Edicions Carrilet.

Recomanada

  • Attwood, T. (2002). El síndrome de Asperger: una guía para la familia. Barcelona: Paidós.
  • Berman, S. (2010). La mujer que buceó dentro del corazón del mundo. Barcelona: Destino. –Novel·la-
  • Ferrari, P. (2000). El autismo infantil. Madrid: Biblioteca Nueva.
  • Frith, U. (2004). Autismo: hacia una explicación del enigma. Madrid: Alianza Editorial.
  • Gallardo, M. (2010). Maria y yo. (5a ed.). Bilbao: Astiberri. –Conte infantil-
  • Garanto, J. y Paula, I. (2003). L'alumnat amb Trastorns Generalitzats del Desenvolupament: Autisme i psicosi infanto-juvenil. Barcelona: Departament d’Ensenyament. Generalitat de Catalunya
  • Grandin, T. (2006). Pensar con imágenes. Mi vida con el autismo. Barcelona: Alba. –Autobiografia-
  • Haddon, M. (2007). El curiós incident del gos a mitjanit. 8a edició. Barcelona: La Magrana de Butxaca. – Novel·la-
  • Martos, J. y Riviere, A. (2000). El niño pequeño con autismo. Madrid: APNA.
  • Recio, M. (2012). Artteràpia amb infants amb trastorn de l’espectre autista. Revista Desenvolupa de l’Associació Catalana d’Atenció Precoç, 34.
  • Sanchís, A. R. (2012). De l’autosensorialitat a la paraula en contextos interactius. Revista Desenvolupa de l’Associació Catalana d’Atenció Precoç, 32, 1-16.
  • Viloca, Ll. (2012). Psicoanàlisi de nens amb un trastorn de l’espectre autista (TEA) i amb Síndrome d’Asperger. Revista Desenvolupa de l’Associació Catalana d’Atenció Precoç, 32, 1-20.
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