Developmental Disorders: Developmental and Educational Factors

• To know the different disorders that people can present in relation to their evolutionary development.
• Detect-diagnose the needs of people based on different procedures and instruments.
• Know the main approaches to design and implement a psychoeducational evaluation and intervention in the various developmental disorders.
• Manage counseling strategies aimed at both teachers to facilitate attention to diversity as well as families and in particular the development and characteristics of people with developmental disorders.
• Plan, design and implement programs and interventions on educational and family context.

The subject will review the theoretical and conceptual models underlying developmental disorders, as well as the assessment, early care and psychoeducational intervention procedures that can be applied. The main developmental disorders of cognitive, socio-affective, sensory and motor origin will then be studied in depth.

For each topic, complementary readings will be posted in the Moodle virtual classroom, consisting of guides, articles or some of the most relevant chapters of the basic and complementary bibliography.


BASIC BIBLIOGRAPHY:

Gil-LLario, M.D. (2024). Trastornos del neurodesarrollo: desde la práctica hacia la teoría. Pirámide
López -Justicia, M.D. & Polo-Sánchez, M.T. (2015). Trastornos del desarrollo infantil. Ediciones Pirámide
Marchesi, A., Coll, C., & Palacios, J. (2014). Desarrollo psicológico y educación.: 3. Trastornos del desarrollo y necesidades educativas especiales. Alianza Editorial


COMPLEMENTARY BIBLIOGRAPHY:

American Psychiatric Association (APA) (2023). Manual Diagnóstico y Estadístico de los Trastornos Mentales - 5ª ed. - Texto Revisado (DSM-5 TR). Panamericana
Asociación Americana de Discapacidades Intelectuales y del Desarrollo (AAIDD) (2011). Discapacidad intelectual. Definición, clasificación y sistemas de apoyo. Alianza Editorial.
Barón-Cohen, S. (2010). Autismo y síndrome de Asperger. Alianza.
Buceta, M. J. (coord.). (2011). Manual de Atención Temprana. Editorial Síntesis.
Consellería de Cultura, Educación e Ordenación Universitaria (2016). Protocolo para o Tratamento educativo do alumnado con trastorno do espectro do autismo (TEA). Xunta de Galicia
Consellería de Educación, Universidade e Formación Profesional (2019). Protocolo para la atención educativa al alumnado con discapacidad auditiva. Consellería de Educación, Universidade e Formación Profesional
García, J.M., Pérez, J., & Berruezo, P.P. (2005). Discapacidad intelectual. Desarrollo, comunicación e intervención. CEPE.
Latorre, A. & Bisetto, D. (2009). Trastornos del desarrollo motor. Pirámide.
López-Justicia, M.D. (2004). Aspectos evolutivos y educativos de la deficiencia visual. Netbiblo.
Marín-Suelves, D. (2018). Intervención Psicoeducativa en Alumnado con Necesidades Específicas de Apoyo Educativo. Tirant Humanidades
Pérez-Pereira, M. (2019). Dificultades sensoriales y desarrollo del lenguaje. En E. Aguilar-Mediabvialla y A. Igualada (eds), Dificultades del lenguaje en los trastornos del desarrollo (Vol. I: Pérdida sensorial y daño neurológico). UOC
Pérez-Pereira, M. & Conti-Ramsden, G. (2020). Language Development and Social Interaction in Blind Children. Psychology Press.
Rivière, A. (2005). Autismo. Orientaciones para la intervención educativa. Trotta.
Schalock, R.L., Luckasson, R., & Tassé, M.J. (2021). Discapacidad Intelectual. Definición, diagnóstico, clasificación y sistemas de apoyos(AAIDD, 12.ª edición) (M.A. Verdugo & P. Navas, Traductores). Hogrefe TEA Ediciones
Verdugo, M.A. (Dir.) (2009). Discapacidad intelectual: adaptación social y problemas de comportamiento. Pirámide.

BASIC AND GENERAL COMPETENCES

BC1 - Students demonstrate to possess and understand knowledge in a field of study that is based on general secondary education, and is usually at a level that, although supported by advanced textbooks, also includes some aspects that imply knowledge coming from the vanguard of their field of study.
BC2 - Students know how to apply their knowledge to their work or vocation in a professional way and possess the skills normally shown through the elaboration and defense of arguments and problem solving within their area of study.
BC3 - Students have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include a reflection on relevant social, scientific or ethical issues.
BC4 - Students can transmit information, ideas, problems and solutions to a specialized and non-specialized audience.
BC5 - Students develop those learning skills necessary to undertake later studies with a high degree of autonomy.
GC1 - They have the capacity to approach their professional and formative activity from the respect of the Deontological Code for the psychologist, that includes, among others more specific, the principles of respect and promotion of the fundamental rights of the people, equality between people, universal accessibility principles and design for all and democratic values and a culture of peace.

TRANSVERSAL COMPETENCES
TC1 - Synthesis ability.
TC2 - Ability for problem solving and decision making.
TC3 - Ability to work in teams and collaboration with other professionals.
TC4 - Self-criticism ability.
TC5 - Communication ability.
TC6 - Ability to develop and maintain up-to-date competencies, skills and knowledge of the profession.

SPECIFIC COMPETENCES:

SC1 - Demonstrate knowledge and understanding of the functions, characteristics, contributions and limitations of the different theoretical models of Psychology.
SC3 - Demonstrate knowledge and understanding of the processes and main stages of psychological development throughout the life cycle in its aspects of normality and abnormality.
SC6 - Demonstrate knowledge and understanding of methods and research, designs and data analysis techniques of Psychology.
SC7 - Demonstrate knowledge and understanding of several methods of evaluation, diagnosis and psychological treatment in various applied areas of psychology-clinical and health, social, educational.
SC8 - Know how to identify the needs and demands of the recipients in the different fields of application and establish the goals of psychological action.
SC 9 - Know how to identify the relevant characteristics of the behavior of individuals, groups, organizations and contexts through the methods, techniques and instruments of psychological evaluation.
SC10 - To promote the health and quality of life, through the methods of the profession, in individuals, groups, communities and organizations in different fields and contexts: educational, clinical and health, work and organizations , group and community.
SC11 - Know how to select and administer techniques and instruments specific from Psychology.
SC12 - Know how to define objectives, develop a plan and intervention techniques based on the needs and demands of the recipients, and evaluate the results obtained.
SC13 - Know how to transmit to the recipients, in an appropriate and precise way, the results of the evaluation.
SC14 - Know how to prepare psychological reports in different areas of action, aimed at the target audience and other professionals.
SC15 - Know how to comply with the deontological obligations of Psychology.

The methodology to be used combines the expository class format with the active and participative methodologies, enhancing the autonomous work of the student. Classroom activities with the full class group will aim to introduce and explain the meaning of the topic, clarifying the important concepts, guiding and guiding the work, giving an overview of the contents of the different blocks and relating knowledge to promote the learning. The materials used in them will be available to students in the virtual classroom service.
The activities carried out in the interactive classes will be directed to deepen the concrete concepts and procedures of intervention in different developmental disorders. Students are expected to gain mastery of the use of different sources of information, to carry out cooperative work, to transfer theory to practice, to learn and to work and to present reports, to confront different points of view and to be able to construct Shared meanings helped by the mediating work of the teacher. The accomplishment of the required tasks and the necessary materials will be presented to the students in the corresponding classroom sessions and in the virtual classroom.

The overall qualification (100%) will be divided into the following parts:

A. EXAM: 60% (6 points) of the final grade will come from the results of a test on the contents of the subject. A minimum of 3 points must be obtained in order to add the rest of the scores and pass the subject.

B.REPORTS AND COURSEWORK (4 POINTS)
- COURSEWORK (3 POINTS): within the framework of interactive lessons, different individual or group tasks will be proposed. These tasks may consist of a bibliographic search, detection and analysis of symptoms, preparation of reports, intervention proposals, etc.
- PRACTICAL REPORTS (1 POINT): Students will have to present (orally or in another format) the different tasks carried out in the interactive lessons.
- The completion and submission of coursework and practical reports will be MANDATORY in order to pass the subject, and must have a minimum of 2 points in total so that the score for this section (B) can be added to the score obtained in the exam. All assignments must be handed in within the indicated deadlines. Handing them in within 24 hours of the deadline will result in a penalty of 25% of the mark. Late homework will not be accepted, and therefore will not be marked, which will result in a failure in this part of the subject.
-ATTENDANCE AND PARTICIPATION will be an indispensable requirement in this part of the course. If attendance is not possible, only duly accredited absences will be excused (https://minerva.usc.es/xmlui/handle/10347/13189). Absences due to situations that are difficult to justify (in which the precise accrediting document is not on record) will be penalised on the score of this section (B) as follows: first absence -0.25 points, second absence -0.25 points, third absence -0.5 points, fourth absence -0.5 points, more than 4 unexcused absences will mean a 0 in the tasks of this section (B). In addition, in the case of absences (excused or unexcused), the student must contact the teacher of the corresponding interactive to do and hand in the corresponding work. If this is not done, the student will lose the proportional mark for that assignment.

In case of not passing any of the parts or both, the score in the ordinary exam will be a failure with the score closest to 5. The student may take a final exam in the extraordinary exam (July) to recover both parts or only the part he/she has failed.

The qualification of "Not presented" will be given to those students who do not present any of the parts (A and/or B).

In the cases contemplated in the regulations of the Faculty, students may request DISPENSATION OF ATTENDANCE OR EXEMPTION FROM TEACHING. In these cases, students must contact the faculty within the first 15 days of the course to, if necessary, indicate the appropriate guidelines for the fulfillment of the program and the passing of the subject. The guidelines may be agreed upon taking into account the particular circumstances of each student. However, an alternative will be:
- 60% (6 points) Presential test to be taken in the official ordinary and/or extraordinary calls of the subject. It will be necessary to obtain 3 points out of 6 to be able to add the rest of the scores.
- 40% (4 points) Course work: result of the different individual tasks that, in this case, will be delivered on the dates indicated. The delivery of these tasks will be MANDATORY and must obtain a minimum of 2 points to pass the subject.

"For cases of fraudulent performance of exercises or tests, the provisions of the Regulations for the evaluation of the academic performance of students and the review of qualifications will apply.

The subject has around 55 hours of face-to-face classes, distributed in lectures, medium group activities in seminars, tutorials, formative evaluation activities and examination. It is estimated that the students should dedicate 95 hours of personal work to be able to surpass the subject, including reading of materials, preparation of reports and works, and hours of study.

Previous Recommendations: It is advisable that the students have overcome and establish relationships with the knowledge of the subjects of Developmental Psychology I and II, Developmental and Educational Psychology, and Difficulties in Development and Learning.

Recommendations to overcome the subject: 1. Attendance and active involvement in the class dynamics. 2. Interest in the study of the discipline in relation to the degree. 3. Basic mastery of the English language. 4. Possess certain computer skills such as handling a word processor and Internet, as well as other tools and software. 5. Timely completion of the work. 6. Continuous monitoring of the subject. 7. Search for clarity and organization of knowledge.

It is recommended that students make use of the tutorials to solve doubts about the subject, as a complement to the lectures and interactive classes. The tutorial schedule will be communicated at the beginning of the semester in the classroom and through the Virtual Campus.

These tutoring schedules will be subject to possible modifications, which will always be informed through the virtual campus.


NOTE: At the beginning of the subject, the teaching guide will be provided to the students, where the information contained in this program will be expanded.

1. Since USC is a Presential University, attendance to a minimum of 80% of the class sessions is mandatory, apart from those students with attendance dispensation.

2. Students with dispensation of attendance must respect the dates of delivery of work established by the teacher, and it is recommended and necessary to maintain contact with the same through tutorials, virtual classroom, mail, etc., to ensure the optimal development of the subject and the overcoming of the same.

3. It is obligatory the consultation on the part of the students of the mail rai.

4. It is mandatory the use of institutional technological tools: Virtual Campus, Microsoft Office 365, and other tools provided by the Faculty and authorized as institutional tools by the USC.

5. Cell phones may not be used, except as a work tool following the instructions of the teacher. Students will be responsible for the legal and academic consequences that may arise from an inappropriate use of it.

6. It must be taken into account that the teaching-learning process (classes, tutorials) is a private process of communication and exchange between the teacher and the students.

7. Data protection regulations must be complied with: https://www.usc.gal/es/politica-privacidad-proteccion-datos