ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Evolutionary Educational Psychology
Areas: Evolutionary Educational Psychology
Center Faculty of Teacher Training
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
- Identify the demands and needs of Developmental Disorders and Learning Disabilities and issue reasoned judgments to improve the practice of educational care in these alterations.
- Assess demands and needs in Developmental Disorders and Learning Disabilities that underpin and direct the development of actions and educational support and help.
- Attend to educational and community projects and services in order to seek resources and care strategies for developmental disorders and learning difficulties.
- Apply specific methodologies of support and educational help in the field of learning difficulties and developmental disorders.
- Assess the development demands and needs of people to substantiate educational actions.
- Develop strategies and practices to promote the participation and learning of students with learning difficulties and developmental disorders.
- Develop and coordinate educational activities with people or groups with barriers arising from learning difficulties and developmental disorders, in situations of risk, inequality or discrimination for their social, community and educational inclusion.
- To develop capacity for rigor and knowledge of the research and attention reality as well as to implement empathic communication practices making them understand and helping to empower the related people.
- The approach to proposals of good practices and quality in the performance of the people as professionals of the education and with respect to the alumnado like citizens and people of future.
- The development of inclusive practices tailored to people, their diversity and knowledge for development and learning.
- To generate, through this formative action and of reflection, people prepared to work with the aim of the achievement of a greater quality of life of the people, of their families, greater coordination and management of resources, more and better personal relations, etc.
- Strengthen the first steps so that people's lives are aimed at achieving coexistence, development, respect for their diversity, belief in their values and wealth and the construction of a common life for all and for all
Block 1: CONCEPTUALIZATION AND CHARACTERISTICS OF LEARNING DIFFICULTIES, DEVELOPMENTAL DISORDERS AND SCHOOL EDUCATION: ATTENTION TO DIVERSITY, COMPREHENSIVENESS AND INCLUSIVE PRACTICE.
Block 2: LEARNING DIFFICULTIES AND DEVELOPMENTAL DISORDERS: THEIR RELATIONSHIPS WITH LEARNING, DEVELOPMENT AND EDUCATION OF PEOPLE.
BLOCK 3: THE EDUCATIONAL ASSESSMENT OF THE NEEDS AND DEMANDS OF PEOPLE WITH LEARNING DIFFICULTIES AND DEVELOPMENTAL DISORDERS: THE PRINCIPLES OF RIGOR AND EMPATHY, ATTENTION TO DEMAND, CURRENT DEFINITION OF DISABILITY. RESOURCES, INSTRUMENTS, AND PERFORMANCE TESTS.
BLOCK 4: DEVELOPMENT OF SUPPORT AND HELP IN EDUCATIONAL CARE: THE QUALITY OF LIFE MODEL, THE INCLUSION MODEL AND THE SUPPORT PARADIGM.
BLOCK 5: PERSON-CENTRED PLANS: THE PRINCIPLE OF NORMALISATION, THE MULTI-METHOD APPROACH, THE DEVELOPMENT OF SELF-DETERMINATION, ADAPTIVE BEHAVIOUR AND FUNCTIONAL COMMUNICATION.
PRACTICAL BLOCK: GOOD PRACTICES, THE PERCEPTION AND VISIBILITY OF DIFFERENCE, EVALUATION FOR THE IMPROVEMENT AND LEARNING OF STUDENTS WITH FUNCTIONAL DIVERSITY.
Basic bibliographyBibliografía básica (Manuals)
Ainscow, Mel / Hopkins, David / Southworth, Geoff / West, Mel(2001) Hacia escuelas eficaces para todos. Manual para la formación de equipos docentes. Madrid: Narcea
American Psychiatric Association - APA. (2014) Manual diagnóstico y estadístico de los trastornos mentales DSM-5 (5a. ed.). México: Panamericana.
Baña, M. & Losada-Puente, L (2016) Autodeterminación y alteraciones del desarrollo intelectual. Saarbrücken: EAE
Baña, M., & Losada-Puente, L. (2019) El desarrollo y los apoyos en la atención a las personas con alteraciones del neurodesarrollo. Europa Ediciones
Baumgart, K., Jonson, J. e Helmstetter, E. (1990) El tratamiento de las conductas problema como comunicación. En Sistemas alternativos de comunicación para personas con discapacidad. Madrid: Alianza
Carr, E. y otros (1996) Intervención comunicativa sobre los problemas de comportamiento. Madrid: Alianza.
Hodgkin, R. & Newell, P. (2004) Manual de Aplicación de la Convención sobre los derechos del Niño. UNICEF
Schalock, R. L. y Verdugo, M. A. (2003) Calidad de vida: manual para profesionales
de la educación, salud y servicios sociales. Madrid: Alianza.
Verdugo, M.A., Schalock, R. (Eds.) (2013) Discapacidad e Inclusión: manual para la docencia. Salamanca: Amarú Ediciones
Vygotski, L. (1997) El defecto y la compensación. Obras desconocidas. Vol. V. Madrid: Visor.
Bibliografía Básica (artigos e capítulos):
Ainscow, M. (1999) Tendiéndoles la mano a todos los estudiantes. Algunos retos y oportunidades. III Jornadas Científicas de Investigación sobre Personas con Discapacidad organizadas por la Universidad de Salamanca.
American Psychiatric Association.APA, PsychiatricAssociation(2013) Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Arlington, VA (USAmericanA): American Psychiatric Publishing.
Baña, M. (1998) Os procesos de construcción do coñecemento e a interactividade de aprendizaxe escolar. Santiago: Tórculo
Echeita, G. (2004) ¿Por qué Jorge no puede ir al mismo colegio que su hermano? Un análisis de algunas barreras que dificultan el avance hacia una escuela para todos y con todos. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación 2004 Vol. 2, No. 2.
Fantova, F. (1999) Trabajando con las familias de personas con discapacidad. Siglo Cero, Vol.31(6)33-49
Feuerstein, R. (1995) La teoría de la modificabilidad cognitiva: un modelo de evaluación y entrenamiento de los procesos de la inteligencia. En J. Beltrán (comp.) Intervención psicopedagógica. Madrid: Pirámide
Guralnick, J.M. (2006) Family Influences on Early Development: Integrating the Science of Normative Development, Risk and Disability,and Intervention In K. McCartney & D. Phillips (Eds.), Handbook of early childhood development (pp. 44-61). Oxford, UK: Blackwell Publishers
Ibáñez, A.; Verdugo, M.A. y Arias, B. (2007) Evaluación de las necesidades de apoyo de personas con discapacidad intelectual: Escala de Intensidad de Apoyos (SIS). Integra, 10 (26), 4-5.
Jordan, D. (2005) Evaluación de conducta funcional e intervenciones positivas. Lo que los padres necesitan saber. (Traducido por J. Villaserñor) Action Sheet PHP c79s. Pacer Center. http://www.pacer.org/parent/php/PHP-c79s.pdf
Manolson, A. (1992) Hablando nos entendemos mejor. The Hannen Centre.
Minusval (2006) Dossier Comunicación Aumentativa y Alternativa. Madrid: INSERSO( Continued in the comments section)
General Competences:
G2. Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the center.
G3. Effectively address language learning situations in multicultural and multilingual contexts. Encourage the reading and critical commentary of texts from the various domains
scientific and cultural content contained in the school curriculum.
G4. Design and regulate learning spaces in contexts of diversity and that cater to the
gender equality, equity and respect for the human rights that make up the
values of citizen education.
G6. Know the organization of primary schools and the diversity of actions that comprise their operation. Perform the functions of tutoring and guidance with students and their families, taking into account the unique educational needs of the students.
students. Assume that the exercise of the teaching function must be perfected and adapted to scientific, pedagogical and social changes throughout life.
G10. Reflect on classroom practices to innovate and improve teaching. Acquire
habits and skills for autonomous, collaborative and cooperative learning by promoting it among students
G11. Know and apply information and communication technologies in the classroom. Selectively discern audiovisual information that contributes to learning, civic education and cultural richness.
Specific Skills:
E4. Identify learning difficulties, inform them and collaborate in their treatment.
E6. Identify and plan the resolution of educational situations that affect students with different abilities and different learning rhythms.
Basic Skills:
B1. Demonstrate that students possess knowledge and understanding in a field of study that is part of the general secondary education base and is usually at a level that, although supported by advanced textbooks, also includes some aspects that involve knowledge from the forefront of their field of study.
B2. That students know how to apply their knowledge to their work or vocation in a professional way and have the skills that are usually demonstrated through the
elaboration and defense of arguments and problem solving within their area of study.
B3. That students have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include reflection on relevant topics of a social, scientific, or ethical nature.
B4. That students can convey information, ideas, problems, and solutions to both specialized and non-specialized audiences.
B5. That students develop those learning skills necessary to undertake further studies with a high degree of autonomy.
Transversal Competences:
T1. Instrumental knowledge of a foreign language.
T2. Instrumental knowledge of the Galician language.
T3. Instrumental knowledge of information and communication technologies.
The elements of evaluation that give place to the qualification are:
To) PARTICIPATION IN THE CLASSROOM: 10%: treat to evaluate the interest and effort showed in the activities, the fulfillment of consign them and the participation and activity showed in his development and with the active and constructive participation. For this, will centre in the delivery of the individual activities presented in class as well as in the exhibition, cuestionamiento and reflection that looks for in the same class in the debate and the discussion. To be able to approve it is necessary to have a minimum of 0,5 in this section.
B) SPECIFIC PROOFS: 50%. Objective test type test of false true/answer in which two errors penalise a tarpaulin with the aim to attend to the aleatoriedad of the answers and his impact in the evaluation. Like proof of assistance, will make in the classroom in the official dates and to be surpassed will have to obtain a minimum note of 2. In the last face-to-face class will make an individual academic essay that will explain until a 10 percent of the global note in which they have applied the norms APA exposed in the virtual campus as well as the rúbrica of evaluation in the same platform. Followed. It will evaluate with a point and is necessary to obtain a 0,5 to be approved.
C) WORKS OF CLASS, REPORTS, ACADEMIC ESSAYS And OTHER PRODUCTIONS 30%. Valuing the presentation, care and fulfillment of the norms and answers to the sued so much in quantity as in quality depending so much of the norms as of the rúbrica that will present in the virtual classroom. This part will approve whenever it have a minimum punctuation of 2,5.
D) PRACTICAL, PRESENTATIONS And ORAL DEFENCES BY MEANS OF CLASS: 10%. Creative work, autonomous and participatory in which it observe the effort and care in the tasks in his presentation and defence with the aim to look for the understanding of what listen more than the own educational activity, being notable also, his adecuación to the valid norms of presentation as well as the rúbricas specified for each one of them that will look for to learn routines and habits like professional futures and researchers.
Specifically:
To) Observation of the participation in the classroom: it will value the assistance asidua, the attitude and disposal to learn and the participation with interest in the activity developed in the classroom together with the work in the preparation and delivery of the works and activities made in her. Evaluated positively. It will explain until 10% of the note of the subject. It will be necessary to assist at least to 80% of the theoretical sessions and/or practical and participate actively and interest in them to obtain the maximum global punctuation of the section (1 point). The students that do not participate without justification in more than 20% of the face-to-face sessions (4 absences), will not have punctuation in this section. The students that, by any reason, do not assist to a minimum of 50% of the face-to-face sessions, will not be able to present works, neither activities, neither participate in oral exhibitions, therefore, will be evaluated only in the final examination. , keeping the proporcionalidad indicated in the program To be approved has to obtain a final qualification of at least 0,5.
B) Specific proofs. The students have to approve a specific proof at the end of the school period. It will consist in an objective proof with answer of true-false. It will suppose until 40% of the note of the subject. The superación of this proof is necessary condition to surpass the subject. Once surpassed this requirement, will add the punctuations of the other sections of the evaluation. If (if) they do not exist or if (no) it fulfils with the delivery of the other sections, the note that will be recorded in the record will be the note of the proof or examination. They will be 40 questions with answers of type V-F with the aim to evaluate the clarity of the concepts and the effort in the understanding of your learning. Will have a length of 30 minutes and will make in the last classes of the students; your (your) correction will be by the formula of To-And/2 divided by 4 of 0 to 5 by what has to obtain a 2 to surpass it. Likewise, it will make an academic essay in the last face-to-face class and will evaluate according to the rúbrica of evaluation presented in the virtual classroom.
C) Academic Essays, Reports and other productions written. During the course, each student has to (has to) present his production written like result of his work in the sessions expositivas, interactive and/or tutoriales. The profesorado of the subject will give the timely instructions on form, content and terms. It will value until a maximum of 30% of the qualification of the subject (3 points). In this section also will take into account the activity developed by the students in the virtual platform, fulfilling with the requirements and proporcionalidad of the global works and totals of the subject; the content, the preparation, the presentation and the learning will be important for the continuous improvement (improvement) in function of the temporality of the subject.
D) Practical, exhibitions and academic preparation-oral professional. They will explain until a maximum of 10% of the note of the subject. It will consist in the realisation and presentation of works and academic reports-professionals in training and his delivery and visual presentation/written/oral through the resources that establish in class or through the virtual platform of the subject in accordance with the students and respecting his demands and real needs in training.
In addition to these specific indications, also are criteria of evaluation of the academic performance of the students:
- An open attitude and receptiva to learn new contents and incorporate them to the training of the master futures of Childish Education.
- Active participation in the classes in relation with the contents of the program and punctual fulfillment of the planned tasks for the face-to-face activities.
- The knowledge and command of the main concepts, theories and methods of the matter and the capacity to relate them with the rest of matters of the subject.
- The capacity to integrate them in the knowledge of the students, future teachers of Childish Education.
- The capacity to know apply the knowledges learnt in the resolution of practical cases.
- The quality of the autonomous activity (reports, works...) That includes, in addition to the content, the orderly presentation of the activities and his delivery in the terms established.
- Competition no verbal, linguistic, oral and written, manifested so much in the property as in the no verbal communication, oral and expressive.
IMPORTANT
To obtain a positive evaluation in the matter, is necessary to have made in time and form all the activities of evaluation specified and surpass the half of the total punctuation of each one of the sections.
It is responsibility of the students look after his delivery and correct reception by part of the profesorado.
The individual works or grupales of the students have to be original. The delivery of a work copied will suppose the suspension of the subject and the evaluation of the student in the next announcement. To effects of evaluation, a same work will not be able to be used for several subjects, save in activities programmed of form coordinated.
The students that do not surpass the matter at the earliest opportunity and present in July, will conserve all the points accumulated in the different sections of the evaluation, having to make only the official proof and surpass it in the same conditions that the first ordinary opportunity. . If you do not have punctuations in any of the sections, will follow participating in the official proof. The same cr iterion will apply to the students of 2ª and successive announcements: they will have to make the official proof, except to the students repetidores that were included in the ordinary course, for which will follow the same criterion that for the rest of the students enrolled in said course.
The USC is a face-to-face university, by what is compulsory the assistance to a minimum of 80% of the sessions of class. In case that the student absent by more than 20% of the sessions, the student will not have the option to be evaluated in the delivery of works or other productions written and academic.
STUDENT WITH DISPENSACIÓN.
The students with dispense educational will have to keep, from the start, contact and communication with the professor, the one who will inform them of the most adapted channel for the follow-up of the matter in his case, as well as of the work that will have opportunity to make, and that, by obvious reasons, can be of different nature to the work of the face-to-face students. In this sense, also will have to respect the dates of delivery and the criteria established by the professor regarding the form and content of the work. FOR THIS will OPEN A DELIVERY OF WORK IN THE VIRTUAL CLASSROOM SPECIFIED FOR THE SAME WHEN it TREAT OF SPECIFIC WORK. In this sense, also will have to respect the dates of delivery and the criteria established by the profesorado regarding the form and content of the work.
- The official proof of the subject will present in the official date approved by the Board of Faculty and will be of the same type for all the students, so much face-to-face as with dispenses. Will have a charge of 50%. With 40 questions of the False True/type in which two errors penalise a tarpaulin (To-And/2).
- Preparation of two academic essays on the subject that will open in the course in each block (one at the end of the second thematic block and another at the end of the fifth) for his development being evaluated in accordance with the Rúbrica of evaluation contemplated in the matter of academic essays (20%)
-Preparation of a synthesis of a block of content in a synthetic diagram and a summary of the diagram, in a folio for each one of the parts (10%); they will be evaluated according to the rúbrica of the virtual campus.
- Preparation of a visual and graphic presentation of a block or content of the subject in shape of didactic resource where present the documentation and organise it in shape of academic learning. Mrs. evaluated according to the rúbrica of evaluation of the virtual campus of the subject. (10%)
- Participation and delivery of practices for which will open a block in the virtual campus of the subject in which they will have to fulfil the requirements specified in the same. (10%) The practical will be the matter as well as the preparation of practical works related with the matter on which develop essays and academic documents-professionals with the aim to learn to communicate rigorous information in accordance with the thematic as well as the work of preparation around the contents of learning.
IMPORTANT: THE STUDENT IS RESPONSIBLE OF THE DELIVERY OF THE TASKS And HAS TO ENSURE THAT THE EDUCATIONAL RECEIVES THEM.
They DO not ADMIT TASKS Or ACTIVITIES OUT OF TERM; they HAVE TO CONSIDER THE NORMS OF OWN EVALUATION OF THE UNIVERSITY AS WELL AS THE COPYRIGHT HAVE TO BE PERSONAL WORKS, WITH THE OWED DEDICATION And DELIVERY AS WELL AS they DO not HAVE TO BE FRAUDULENT ATTAINMENTS And HAVE TO BE ORIGINAL And AUTHENTIC THAT IMPOSE THE LEARNING And DEVELOPMENT OF THE PEOPLE And THE PROFESSIONAL FUTURES.
“For the cases of fraudulent realisation of exercises or proofs, will apply the rule of evaluation of the academic performance of the students and review of qualifications.”
The evaluation elements that give rise to the qualification are:
A) PARTICIPATION IN THE CLASSROOM: 10%: try to evaluate the interest and effort shown in the activities, the compliance with the slogans and the participation and activity shown in their development and with the active and constructive participation. To do so, it will focus on the delivery of individual activities presented in class as well as the presentation, questioning and reflection sought in the same class in debate and discussion. To be able to pass, you must have a minimum of 0.5 in this section.
B) SPECIFIC TESTS: 50%. Objective test type true/false answer test in which two mistakes penalize a correct one with the aim of attending to the randomness of the answers and its impact on the evaluation. As an attendance test, it will take place in the classroom on the official dates and in order to be passed, a score of at least 2 must be obtained. In the last face-to-face class, an individual academic essay will be carried out that will count up to 10 percent of the overall grade in which the APA rules exposed on the virtual campus as well as the evaluation rubric on the same platform were followed. It will be evaluated for one point and it is necessary to obtain a 0.5 to be approved.
C) CLASS WORKS, REPORTS, ACADEMIC ESSAYS AND OTHER PRODUCTIONS 30%. Valuing the presentation, care and compliance with the rules and answers to what is demanded both in quantity and quality depending on both the rules and the rubric that will be presented in the virtual classroom. This part will be passed as long as it is counted with at least a 2.5 score.
D) PRACTICES, PRESENTATIONS AND ORAL DEFENSES THROUGH CLASS: 10%. Creative, autonomous and participative work in which the effort and care in the tasks are observed in their presentation and defense with the aim of seeking the understanding of what they hear more than the teaching activity itself, also relevant, its adequacy to the current standards of presentation as well such as the rubrics specified for each of them that will seek to learn routines and habits as future professionals and researchers.
Specifically:
A) Observation of participation in the classroom: the assiduous attendance, the attitude and willingness to learn and the participation with interest in the activity carried out in the classroom together with work in the preparation and delivery of work and activities carried out in it will be evaluated positively. It will count up to 10% of the subject's grade. It will be necessary to attend at least 80% of the theoretical and/or practical sessions and participate actively and with interest in them in order to obtain the maximum overall score for the section (1 point). Students who do not participate without justification in more than 20% of face-to-face sessions (4 absences), will not have a score in this section. Students who, for whatever reason, do not attend a minimum of 50% of face-to-face sessions, will not be able to present work, nor activities, nor participate in oral presentations, therefore, will be evaluated only in the final exam, maintaining the proportionality indicated in program In order to be passed, a final score of at least 0.5 must be obtained.
B) Specific tests. Students must pass a specific test at the end of the school term. It will consist of an objective test with a true-false answer. It will account for up to 40% of the subject's grade. A pass in this test is a necessary condition for passing the subject. Once this requirement has been passed, the scores from the other sections of the assessment will be added. If (if) they do not exist or if (not) the delivery of the other sections is fulfilled, the grade that will appear in the minutes will be the grade of the test or examination. There will be 40 questions with answers of type V-F with the aim of evaluating the clarity of the concepts and the effort in understanding your learning. It will last 30 minutes and will be carried out in the last classes for the students; your (your) correction will be by the formula of A-E/2 divided by 4 from 0 to 5 for which a 2 must be obtained to overcome it. Likewise, an academic essay will be carried out in the last face-to-face class and will be evaluated according to the evaluation rubric presented in the virtual classroom
C) Academic Essays, Reports and other written productions. During the course, each student must (must) present their written production as a result of their work in the expository, interactive and/or tutorial sessions. The teaching staff of the subject will give the appropriate instructions on the form, content and deadlines. It will be valued up to a maximum of 30% of the subject qualification (3 points). In this section, the activity developed by the students on the virtual platform will also be taken into account, complying with the requirements and proportionality of the global and total works of the subject; content, elaboration, presentation and learning will be important for continuous improvement (improvement) based on the timing of the subject.
D) Practices, presentations and oral academic-professional preparation. They will count up to a maximum of 10% of the subject's grade. It will consist of the realization and presentation of work and academic-professional reports in training and their delivery and visual/written/oral presentation through the resources that are established in class or through the virtual platform of the subject in accordance with the students and respecting their real demands and needs in training.
In addition to these specific indications, they are also criteria for evaluating the academic performance of students:
- An open and receptive attitude to learn new content and incorporate it into the training of future Early Childhood Education teachers.
- Active participation in classes in relation to the contents of the program and punctual completion of the tasks planned for face-to-face activities.
- The knowledge and mastery of the main concepts, theories and methods of the subject and the ability to relate them to the other subjects of the course.
- The ability to integrate them into the knowledge of students, future teachers of Early Childhood Education.
- The ability to know how to apply the knowledge learned in the resolution of practical cases.
- The quality of the autonomous activity (reports, assignments...) which includes, in addition to the content, the orderly presentation of the activities and their delivery within the specified deadlines.
- Non-verbal, linguistic, oral and written competence, manifested in both non-verbal, oral and expressive ownership and communication.
IMPORTANT
In order to obtain a positive assessment in the subject, it is necessary to have carried out all the specified assessment activities on time and to exceed half of the total score for each of the sections.
It is the responsibility of the students to ensure their delivery and proper reception by the teaching staff.
The individual or group works of the students must be original. The handing in of a copied paper will result in the suspension of the subject and the evaluation of the student in the next call. For evaluation purposes, the same work cannot be used for several subjects, except in activities programmed in a coordinated manner.
Students who do not pass the subject at the first opportunity and present themselves in July, will keep all the points accumulated in the different sections of the assessment, having to take only the official test and pass it under the same conditions as the first ordinary opportunity. If you do not have scores in any of the sections, you will still participate in the official test. The same criterion will be applied to the students of the 2nd and successive calls: they will have to take the official test, except for re peat students who were included in the ordinary course, for whom the same criteria will be followed as for the rest of the students enrolled in that course.
USC is a face-to-face university, so attendance at a minimum of 80% of class sessions is mandatory. In the event that the student is absent for more than 20% of the sessions, the student will not have the option to be evaluated in the delivery of assignments or other written and academic productions.
STUDENT WITH DISPENSATION.
Students with a teaching dispensation must maintain, from the beginning, contact and communication with the teacher, who will inform them of the most appropriate channel for monitoring the subject in their case, as well as of the work they will have the opportunity to do, and which, for obvious reasons , they can be of a different nature to the work of face-to-face students. In this sense, the delivery dates and the criteria established by the teacher regarding the form and content of the work must also be respected. FOR THAT, A WORK DELIVERY WILL BE OPENED IN THE SPECIFIED VIRTUAL CLASSROOM FOR THE SAME WHEN IT IS ABOUT SPECIFIC WORK. In this sense, the delivery dates and the criteria established by the teaching staff regarding the form and content of the work must also be respected.
- The official test of the subject will be presented on the official date approved by the Faculty Board and will be of the same type for all students, both face-to-face and with a dispensation. It will have a 50% charge. With 40 questions of the True/False type in which two mistakes penalize a success (A-E/2).
- Elaboration of two academic essays on the subject that will be opened in the course in each block (one at the end of the second thematic block and the other at the end of the fifth) for its development being evaluated in accordance with the evaluation Rubric contemplated in the subject for academic essays ( 20%)
-Elaboration of a synthesis of a block of content in a synthetic outline and a summary of the outline, on a folio for each of the parts (10%); be evaluated according to the rubric of the virtual campus.
- Elaboration of a visual and graphic presentation of a block or content of the subject in the form of an educational resource where to present the documentation and organize it in the form of academic learning. Mrs. evaluated according to the evaluation rubric of the virtual campus of the subject. (10%)
- Participation and delivery of practices for which a block will be opened on the virtual campus of the subject in which they must comply with the requirements specified therein. (10%) The practice will be the subject as well as the preparation of practical work related to the subject on which to develop essays and academic-professional documents with the aim of learning to communicate rigorous information in accordance with the subject matter as well as the elaboration work around the learning content.
IMPORTANT: THE STUDENT IS RESPONSIBLE FOR THE DELIVERY OF THE ASSIGNMENTS AND MUST ENSURE IT IS RECEIVED BY THE TEACHER.
TASKS OR ACTIVITIES OUTSIDE THE DEADLINE ARE NOT ADMITTED; THEY MUST CONSIDER THE EVALUATION RULES OF THE UNIVERSITY OWN AS WELL AS THE INTELLECTUAL PROPERTY MUST BE PERSONAL WORKS, WITH DUE DEDICATION AND DELIVERY AS WELL AS THEY SHOULD NOT BE FRAUDULENT ACHIEVEMENTS AND MUST BE ORIGINAL AND AUTHENTIC THAT IMPOSE THE LEARNING AND DEVELOPMENT OF PEOPLE AND THE FUTURE PROFESSIONALS.
"For cases of fraudulent completion of exercises or tests, the regulations for the evaluation of students' academic performance and review of qualifications will apply."
The subject has a total of 51 attendance hours that are distributed among the lectures, seminars, the tutorials and assessment. It is estimated that the student has to devote 99 hours of personal work with various activities in order to pass the subject.
Number of contact hours. Self-employment activities
Large group activities …………… 24 ……………………… ……… 35
Medium group activities… ... 24 …………………………… ... 45
Small group activities…… .3 ………… ………………… ... 19
Total …………………………………………… .51 …………………… ……… ... 99
Total hours (25 h per nº credit). ... 51 ……………… ………… ... 99 = 150 hours
It is recommended to students:
1. The organization and elaboration of the work according to the criteria established by the teacher; For this, the request for support and assistance is basic, so it is recommended to make sure of the information directly and never through the students of the criteria, guidelines and resources to be taken into account and carried out in this matter.
2. The maintenance of a continuous communication with the teacher that guarantees the opportune follow-up of the subject and the consultation of all those questions that can expose doubt or conflict to him for the maximum understanding of the content.
3. The availability of a computer with access to the network, or in its absence the possibility of using computers depending on each possibility and resource are essential, especially in this time we live. This requirement is indispensable for the follow-up of the subject through the virtual platform that will be used as a didactic resource in the subject.
4. Active participation, the development of their interest and effort in terms of the contents of the subject, debating, analyzing and questioning the contents of the subject.
5 To make sure of the information, consult it in the virtual campus of the subject as well as in the web of the Faculty.
THE INVOLVEMENT, EFFORT AND INTEREST THAT WILL LEARN FROM YOUR LEARNING.
YOUR RESPONSIBILITY FOR COMPLIANCE WITH TERMS AND TASKS NOT BEING DELIVERED OUTSIDE THE ESTABLISHED DEADLINE.
IT IS THE RESPONSIBILITY OF THE STUDENTS TO SUBMIT THE TASKS, FOLLOW THE STANDARDS AND GUIDELINES IN THEIR PREPARATION AS WELL AS RESPECTING THE EVALUATION Rubrics IN THE DELIVERY AND THEIR COMPLIANCE.
IT MUST BE ENSURED BY ITS RECEPTION BY THE TEACHERS, WHICH IS THEIR OWN RESPONSIBILITY.
USC is a face-to-face university, so attendance and follow-up of a minimum of 80% of face-to-face and / or virtual class sessions, compliance and follow-up of teaching and learning activities is mandatory.
In the event that students present an unjustified absence or follow-up to more than 20% of the sessions, they will have a 0 in this section, and in the event that for some reason they do not attend 50% or more of the sessions, the student will not have option to submit papers or other written productions.
"For cases of fraudulent conduct of exercises or tests, the provisions of the Regulations for the evaluation of students' academic performance and the review of qualifications will apply."
Complementary bibliography
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Baña, M y Losada, L. (2017) Autodeterminación y alteraciones del desarrollo intelectual. Saarbrüken: EAE.
Baña, M y Losada, L. (2019) El desarrollo y los apoyos en la atención a las persons con alteraciones del neurodesarrollo. Madrid: Europa Ediciones.
Belinchón, M. (2001). Lenguaje y autismo: hacia una explicación ontogenética. En J. Martos y A. Rivière (Comp.), Autismo: comprensión y explicación actual (Cáp. 7, pp. 155-205). Instituto de Migraciones y Servicios Sociales.
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Bruner, J. (1990) El desarrollo de la mente. Madrid: Morata.
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Echeita, G. (2005): Educación de Calidad para todos: ámbitos de intervención y competencias del profesorado para un desempeño profesional complejo. Cap 4. Madrid: Narcea
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Feuerstein, R., Rand, Y. & Hoffman, R.B. (1979). The Dynamic Assessment of Retarded Performers: the Learning Potential Assessment Device. Baltimore: University Park Press.
Frith, U. (2004). Autismo. Hacia una explicación del enigma. Madrid: Alianza Editorial
Grofer, L y Dawson, G. (2002). Estrategias para facilitar la interacción social. En Asociación Española de Profesionales de Autismo, boletín nº 10. Tomado de http://www.autismo.com/scripts/articulo/smuestra.idc?n=dk
García-Leiras, E. (2007): O centro ordinario como resposta aos Trastornos Xerais do Desenvolvemento e do Espectro autista. Lugo: Educar con retos: autismo e trastornos do desenvolvemento.
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Guralnick, J.M. (2006). Family Influences on Early Development: Integrating the Science of Normative Development, Risk and Disability,and Intervention In K. McCartney & D. Phillips (Eds.), Handbook of early childhood development (pp. 44-61). Oxford, UK: Blackwell Publishers.
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Happé, F. (1997). El autismo. Entender la mente y componer las piezas. En F. Happé, Introducción al autismo. Madrid: Alianza Editorial. http://www.autismo.com/scripts/articulo/smuestra.idc?n=happe
Hernández, J.M. y cols. (2005). Guía de buena práctica para la detección temprana de los trastornos del espectro autista. REV NEUROL 2005; 41: 299-310.
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Jordan, R. (1997). Education of Children and Young People with Autism. Guides for Special Education No. 10. UNESCO.
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Kanner, L. (). Autistic disturbances of affective contact.Nerv Child 2: 217–50. http://affect.media.mit.edu/Rgrads/Articles/pdfs/Kanner-1943-OrigPaper…
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Mirás, M. (1991): Educación y desarrollo. Infancia y Aprendizaje, 54, 4-16
Monfort, M. (2006). La comunicación bimodal: una ayuda para el desarrollo del lenguaje y de la comunicación. http://www.down21.org/revista/2006/marzo/Articulo.htm
Nisbet, J. (2000) Transformando los sistemas de servicios educativos y humanos hacia la autodeterminación: la experiencia de New Hampshire. Siglo Cero, 31 (6), 51-58.
Palomo, Velayos, Garrido, Tamarit y Muñoz (2005). Evaluación y diagnóstico en trastornos del espectro de autismo: el modelo iridia. Tomado de http://www.asociacionalanda.org/pdf/modelo_iridia.pdf
Martínez Beltrán, J.M. (1990). La Mediación en el Proceso de Aprendizaje. Madrid: Bruño.
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Save the Children (2002), Escuelas para todos y todas: incluyendo a la niñez. con discapacidad en la educación. Londres: Save the Children http://www.eenet.org.uk/bibliog/scuk/schools_for_all_span.pdf
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Schalock, R.L., Borthwick-Duffy, S.A., Bradley, V., Buntix, W.H.E., Coulter, MD., Craig, E.M., Gomez, S.C., Lachapelle, Y., Luckasson, R., Reeve, A., Shogren, K.A., Snell, M.E., Spreat, S., Tassé, M.J., Thompson, J.R., Verdugo, M.A., Wehmeyer, M. L. et al. (2008). The Intellectual Disability Construct and Its Relation to Human Functioning. Intellectual and developmental disabilities 46(4), 311-318.
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M.Whemeyer y otros (2008): El constructo de discapacidad intelectual y su relación con el funcionamiento humano. Siglo Cero Vo. 39(3), 6-16
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Manoel Baña Castro
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 982821024
- manoel.bana [at] usc.es
- Category
- Professor: University Lecturer
| Tuesday | |||
|---|---|---|---|
| 12:00-13:30 | Grupo /CLE_02 | Galician | Classroom 24 |
| 13:30-15:00 | Grupo /CLE_01 | Galician | Classroom 24 |
| Wednesday | |||
| 10:30-12:00 | Grupo /CLIS_02 | Galician | Classroom 26 |
| 12:00-13:30 | Grupo /CLIS_01 | Galician | Classroom 26 |
| 13:30-15:00 | Grupo /CLIS_04 | Galician | Classroom 26 |
| Thursday | |||
| 10:30-12:00 | Grupo /CLIS_03 | Galician | Classroom 26 |
| 05.30.2025 16:00-18:00 | Grupo /CLE_01 | Classroom 22 |
| 05.30.2025 16:00-18:00 | Grupo /CLE_02 | Classroom 22 |
| 06.26.2025 12:00-14:00 | Grupo /CLE_02 | Classroom 22 |
| 06.26.2025 12:00-14:00 | Grupo /CLE_01 | Classroom 22 |