Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa

Module/Subject matter

Basic Training / Socio-Psycho-Pedagogy

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Contents

Diversity refers to what makes us different according to personal, physical or cultural characteristics. It manifests itself in the educational field in the form of differences in learning styles and rhythms, differences in development, motivations, interests and abilities (among others). Therefore, the subject is structured in different thematic blocks.

In the first block: PSYCHOLOGICAL BASES OF ATTENTION TO THE SPECIFIC NEEDS OF THE STUDENT is to contextualize the understanding of developmental alterations from an evolutionary perspective. In this line, it starts by mentioning previous contents, which allow us to understand the altered development compared to the unaltered development.

The second block: EDUCATIONAL ATTENTION TO THE SPECIFIC NEEDS OF STUDENTS addresses the educational attention to students based on the organization of the special educational needs of educational support that is contemplated in the LOE (2006) and later in the LOMCE (2013). In each of the specific educational support needs (special educational needs arising from disability, serious behavioral disorders (ADHD), high intellectual abilities, late incorporation into the educational system, specific learning difficulties and those arising from personal or personal conditions-school history), the identification of the specific educational needs of this student is addressed, which will guide the subsequent response or psycho-pedagogical intervention.

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General proficiencies

Basic Proficiencies

BP2 - That the students know how to apply their knowledge to their work or vocation in a professional manner and possess the skills that are usually demonstrated through the elaboration and defense of arguments and the resolution of problems within their area of ¿¿study.

BP3 - That 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.

BP4 - That students can transmit information, ideas, problems and solutions to a specialized and non-specialized public.

BP5 - That the students have developed those learning skills necessary to undertake further studies with a high degree of autonomy.

General Proficiencies

GP2 - Promote and facilitate early childhood learning, from a globalizing and integrative perspective of the different cognitive, emotional, psychomotor and volitional dimensions.

GP3 - Design and regulate learning spaces in contexts of diversity that meet the unique educational needs of students, gender equality, equity and respect for human rights.

GP4 - Promote coexistence in the classroom and outside it and address the peaceful resolution of conflicts. Know how to systematically observe learning and coexistence contexts and know how to reflect on them.

GP5 - Reflect in groups on the acceptance of norms and respect for others. Promote the autonomy and uniqueness of each student as factors of education of emotions, feelings and values ¿¿in early childhood.

GP6 - Know the evolution of language in early childhood, know how to identify possible dysfunctions and ensure its correct evolution. Effectively address language learning situations in multicultural and multilingual contexts. Express yourself orally and in writing and master the use of different expression techniques.

GP8 - Know the basics of children's dietetics and hygiene. Know the basics of early attention and the bases and developments that allow understanding the psychological, learning and personality building processes in early childhood.

GP9 - Know the organization of the schools of early childhood education and the diversity of actions that comprise its operation. Assume that the exercise of the teaching function must be perfected and adapted to the scientific, pedagogical and social changes throughout life.

GP10 - Act as a counselor for fathers and mothers in relation to family education in the period 0-6 and master social skills in the treatment and relationship with the family of each student and with all families.

GP11 - Reflect on classroom practices to innovate and improve teaching work Acquire habits and skills for autonomous and cooperative learning and promote it in students.

 2.3. Transverse Proficiencies

TP1 - To demonstrate a level of competence in English, French, German or Italian equivalent to the B1 level of the Council of Europe¿s Common European Framework of Reference for Languages.

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Specific proficiencies

SP3 - Design learning spaces in contexts of diversity and in multicultural and multilingual spaces, meeting the unique needs of students, gender equality, equity, and the development of human rights.

SP6 - Know the evolution of language in the childhood stage and identify possible dysfunctions. Acquire techniques that stimulate language development, express themselves orally and in writing, and master different expression techniques.

SP9 - Learn about the organization of nursery schools and how they work in collaboration with the different sectors of the educational community and the social environment.

SP10 - Promote cooperation, coexistence, motivation and desire to learn, actively participate in center projects, and take care of relationships with families.

SP11 - Maintain a critical and autonomous relationship regarding the knowledge, values ¿¿and institutions involved in education

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Learning outcomes

The learning outcomes are the concretion of the competences that the student will acquire in the subject. Three levels are established:
- Optimum: acquisition of 100% of the competences and mastery in at least 75% of them.
- Medium: acquisition of the majority of the competences intended in the subject and mastery in those aspects that contribute to the specific competences of the degree.
- Deficient: insufficient acquisition of the aspects that contribute to the specific competences of the degree.

A student gets an APT rating if the level of learning is optimal or medium.

In this subject the learning outcomes (RA) are specified as follows:

LO1: Compare the typical development and the altered development in disabilities (sensory, motor, psychic, intellectual) and in disorders in the development of communication and language.

LO2: Examine the psycho-evolutionary aspects of the different developmental alterations and disability in students of pre-school and / or primary education.

LO3: Identify the impact that different disabilities, serious behavior disorders, specific learning difficulties and high intellectual abilities have on the cognitive, psychomotor, socio-emotional and linguistic development of students in early childhood education and/or primary education.

LO4: Explain the developmental and disability alterations from the neuro constructivist approach as a process in which multiple factors interact (brain, genes, mind, physical context, socio-cultural context) making possible different evolutionary trajectories.

LO5: Describe the specific educational support needs derived from: special educational needs, high intellectual abilities, late to the educational system, specific learning difficulties and personal or school history conditions.

LO6: Assess the diversity of students with specific educational support needs such as personal and professional enrichment; and the role of the family in the early stages of development in relation to the detection of students with specific educational support needs.

LO7: Identify the stages that have passed through the history of educational attention to diversity and be able to describe the school models that have happened and define the key concepts in relation to the inclusive response.

LO8: Explain the complexity of human diversity and give examples of evidence in the school environment.

LO9: Use legal sources to determine the appropriate curricular and organizational measures for the educational response of students with NEAE.

LO10: Analyze psycho-pedagogical evaluation reports to arbitrate material and human resources necessary in the development of inclusive educational proposals.

LO11: Combine the notions of psychological bases and educational attention to formulate a classroom teaching proposal that responds to the diversity of an alleged case of students with NEAE.

LO12: Assess the teaching role of the classroom tutor in the process of educational inclusion in response to diversity.

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Methodology

Teaching methods

Learning activities

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Languages

English/Spanish/ Basque

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Evaluation

PRECISIONS REGARDING THE EVALUATION:

* In the Content Evaluation Test (Final Objective Test of each of the two thematic blocks) a minimum of 5 (Ordinary Call or Extraordinary Call) must be obtained in each of the blocks (Block I and Block II) to mediate with the rest of the criteria that score in each thematic block. Any grade lower than 5 in one or both of the content evaluation tests (Block I and Block II) entails carrying out the corresponding content evaluation test, being necessary to pass both tests on the dates set by the Faculty itself.

** Individual and group work will be accepted only on the dates established by the teaching staff. No work from the previous course will be saved.

*** Article 14, point 4 of the Evaluation Process Evaluation Standards at the Public University of Navarra, is remembered on the continuous evaluation: The teaching guides may contemplate a list of specific requirements such as, for example, the realization of exams or other tests, attendance at a minimum number of hours of practical classes, compulsory completion of work, projects, laboratory practices or Practicum and participation in seminars.

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Agenda

BLOCK I. PSYCHOLOGICAL BASES OF ATTENTION TO THE SPECIFIC NEEDS OF STUDENTS

SUBJECT 1. EVOLUTIONARY APPROACH IN THE ALTERATIONS OF DEVELOPMENT.

SUBJECT 1.1. Introduction to developmental disorders from the life cycle: neurodevelopmental disorders.

SUBJECT 2. SPECIFIC NEEDS OF EDUCATIONAL SUPPORT.

SUBJECT 2.1. Sensory disabilities: visual, auditory and deafblind.

SUBJECT 2.2. Motor disability.

SUBJECT 2.3. Intellectual disability and Autism spectrum disorders.

SUBJECT 2.4. High intellectual abilities.

SUBJECT 2.5. Attention deficit disorder and behavior disorders.

SUBJECT 2.6. Disorders in the development of communication and language and specific learning difficulties.

BLOCK II. EDUCATIONAL CARE FOR THE SPECIFIC NEEDS OF STUDENTS

SUBJECT 3. PSYCHOPEDAGOGICAL RESPONSE

SUBJECT 3.1. Historical route and current perspectives of educational attention to diversity.

SUBJECT 3.2. The process of detection, assessment and educational attention to diversity.

SUBJECT 3.3. Organizational measures of center and classroom for attention to diversity.

SUBJECT 3.4. Center and classroom curricular measures for attention to diversity.

SUBJECT 3.5. UDL

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Bibliography

Access the bibliography that your professor has requested from the Library.

Basic Bibliography

In English language

Ainscow, M., Dyson, A., Goldrick, S. y West, M. (2011). Developing equitable education systems. Londres: Routledge

Booth, T. and Ainscow, M. (2011). Index for Inclusion: developing learning and participation in schools; (3rd edition). Bristol: Centre for Studies in Inclusive Education (CSIE)

CAST. (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: CAST.

Dumont, H., Istance, D., Benavides, F., Centre for Educational Research and Innovation., & Organisation for Economic Co-operation and Development. (2010). Nature of learning: Using research to inspire practice. Paris: Organisation for Economic Co-operation and Development

Echeita, G. (2007). Educación para la inclusión. Educación sin exclusiones. Madrid: Narcea

Forlin, C. (Ed.) (2010). Teacher Education for Inclusion. Changing Paradigms and Innovative Approaches. London: Routledge. 

Inclusion Europe (2009). Information For All: European Standands for making information easy to read and understand (Easy-to-read ed.) Brussels

UNESCO (2015). Rethinking Education. Towards a global common good?. Paris: UNESCO.

In Spanish language

Casado, R. y Lezcano, B. (2012) Educación en la escuela inclusiva. Formación del profesorado y perspectivas de futuro. Buenos Aires: Editorial LUMEN.

Fernández-Batanero, J.M. (coord.) (2015). Atención a la diversidad en el aula de Educación Infantil. Madrid: Paraninfo.

Gento, S. (coord.) (2010). Diseño y ejecución de planes, proyectos y adaptaciones curriculares para el tratamiento educativo de la diversidad. Madrid: UNED.

Gobierno de Navarra (2012). Entender y atender al alumnado con déficit de atención e hiperactividad (TDAH) en las aulas. Guía para el profesorado. Pamplona: Fondo de Publicaciones del Gobierno de Navarra. Recuperado de http://creena.educacion.navarra.es/recursos/guiastatdah/pdfs/guia_tdah.pdf

Gobierno de Navarra (2012). Entender y atender al alumnado con trastornos de aprendizaje (TA) en las aulas. Pamplona: Fondo de Publicaciones del Gobierno de Navarra. Recuperado de http://creena.educacion.navarra.es/recursos/guiastatdah/pdfs/guia_ta.pdf

Gobierno Vasco (2013). Orientaciones educativas. Alumnado con altas capacidades intelectuales. Vitoria: Servicio Central de Publicaciones del Gobierno Vasco. Recuperado de http://www.hezkuntza.ejgv.euskadi.eus/r43-573/es/contenidos/informacion/dig_publicaciones_innovacion/es_escu_inc/adjuntos/16_inklusibitatea_100/100012c_Pub_EJ_altas_capacidades_c.pdf

Gómez-Montes, J.M., Royo, P. y Serrano, C. (2009). Fundamentos psicopedagógicos de la atención a la diversidad. Madrid: Escuela Universitaria Cardenal Cisneros.

López, D. y Polo, M.T. (2014). Trastornos del desarrollo infantil. Madrid: Editorial Pirámide.

Marrodán, M.J. y Balebona, J.M. (2012). La calidad en las funciones del profesor de Pedagogía Terapeútica. Madrid: ICCE

Martínez-Urmeneta, I. y Ollo, C. (2015). El proceso evaluador de las Necesidades Educativas del alumnado con altas capacidades intelectuales. CREENA, Módulo de conducta y altas capacidades. Recuperado el 8 de junio de 2015 de http://creena.educacion.navarra.es/equipos/altascapacidades/pdfs/guia_evaluacion_aacc.pdf.

Resolución 402/2001, de 11 de mayo, del Director General de Educación, por la que se aprueban las instrucciones para la actuación del profesorado de pedagogía terapeútica en las etapas de Educación Infantil, Primaria y Secundaria. EN http://www.navarra.es/home_es/Actualidad/BON/Boletines/2001/72/Anuncio-1/

Verdugo, M.A. y Schalock, R.L. (Coord) (2013). Discapacidad e inclusión: manual para la docencia. Salamanca: Amarú.

Vila, J.O. y Gutiérrez, F. (Coords) (2013). Manual básico de dificultades de aprendizaje. Concepto, evaluación e intervención. Madrid: Sanz y Torres.

Complementary Bibliography

Agencia Europea para el Desarrollo de la Educación del Alumnado con Necesidades Educativas Especiales (2012). Formación del profesorado para la educación inclusiva. Perfil profesional del docente en la educación inclusiva. Odense, Dinamarca. [Recuperado de https://www.european-agency.org/sites/default/files/te4i-profile-of-inclusive-teachers_Profile-of-Inclusive-Teachers-ES.pdf]

Casano, M.A. y Cabra de Luna, M.A. (coords.) (2009). Educación y personas con discapacidad: Presente y futuro. Madrid: ONCE

Chisvert, M.J., Ros, A. y Horcas, V. (2013). A propósito de la inclusión educativa. Una mirada ampliada de lo escolar. Barcelona: Octaedro.

Deutsch, D. (2003). Bases psicopedagógicas de la educación especial: enseñando en una época de oportunidades. Madrid: Prentice Hall.

Dueñas, M.L. (2011). Diagnóstico pedagógico. Madrid: UNED.

Ezpeleta, L. y Toro, J. (2014) (Eds.). Psicopatología del desarrollo. Madrid: Pirámide.

Ferrer, A. (2010). Intervención psicoeducativa en discapacidad auditiva. En  C. Grau y Mª.D. Gil. Intervención psicoeducativa en necesidades específicas de apoyo educativo. Madrid: Pearson.

Gallego, J.L. y Rodríguez, A. (2012). Bases teóricas y de investigación en educación especial. Madrid: Pirámide.

Gento, S., Gallego, D. y Carreto, M.A. (2010). Materiales convencionales y tecnológicos para el tratamiento educativo de la diversidad. Madrid: UNED.

Gómez, P. y Romero, E. (2004). La sordoceguera. Un análisis multidisciplinar. Madrid: ONCE.

Lozano, J., Cerezo, M. C. y Alcaraz, S. (2015). Plan de atención a la diversidad. Educatio Siglo XXI, 33(1), 343-346.

Manzano, J. L.  (2008). Evaluación e intervención psicopedagógica en contextos educativos: estudio de casos. Problemática asociada con dificultades de aprendizaje. Volumen II. Madrid: EOS Fundamentos Psicopedagógicos.

Martín, E. y Mauri, T. (coords.) (2011). Orientación educativa. Atención a la diversidad y escuela inclusiva. Barcelona: Graó.

Méndez, L., Moreno, R. y Ripa, C. (2004). Adaptaciones curriculares en educación infantil. España: Narcea.

Sola, T., López, N. y Cáceres, M.P. (2009). La educación especial en su enmarque didáctico y organizativo. Granada: Grupo Editorial Universitario.

Verdugo, M.A. (1995). Personas con discapacidad. Perspectivas psicopedagógicas y rehabilitadoras. Madrid: Siglo Veintiuno.

Verdugo, M.A. y Gutiérrez, B. (2009). Discapacidad intelectual. Adaptación social y problemas de comportamiento. Madrid: Ojos Solares.

Vicente, A. y De Vicente, M.P. (2001). Una aproximación a la historia de la educación especial. Murcia: DM.

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Location

Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.

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