1 Course Description Code PCA-27

SUBJECT ORGANIZATION ALTERNATIVE COMMUNICATION SYSTEMS. SIGN LANGUAGE AND BRAILLE. Field Resources for Inclusive Education

Official Master in Inclusive Education Catholic University of Valencia

Year 2016 -17

Universidad Católica de Valencia “San Vicente Mártir”

2 Course Description Code PCA-27

COURSE GUIDE OF THE SUBJECT ECTS Subject: Alternative communication systems. Sign language and Braille.

3

Type of Learning 1: Obligatory

YEAR: 1 Semester: 2

Teacher: Lucía Alonso Larza

Department: Inclusive Education, SocialCommunity Development and Occupational Sciences. E-mail: [email protected]

SUBJECT ORGANIZATION ____________________________________________________________________________

Fields and Subjects

Field

SUBJECT

Resources for Inclusive Alternative communication systems. Sign Education language and Braille.

ECTS

Year/ Semester

3

½

COURSE GUIDE FOR SUBJECT Prerequisites: None GENERAL GOALS

To be familiar with different techniques and methodological resources which have been developed for the use and teaching of alternative communication systems that facilitate the inclusion of students in each case.

1

Basic learning (common subject), Compulsory subjects, Optional subjects, External practices, Grade final project.

Universidad Católica de Valencia “San Vicente Mártir”

3 Course Description Code PCA-27

GENERAL COMPETENCES

Competence measuring scales 1

2

3

G1 To be able to use new technological applications of information and communication applied to inclusive education contexts.

4 X

SPECIFIC COMPETENCES 1

2

3

E12 To know and select the most suitable communication systems and technical helps, and to assess their efficiency in collaboration with other professionals.

LEARNING OUTCOMES R1 The student knows about different alternative communication systems and their possible application. R4 The student knows about the Braille System and different methods for its use.

Universidad Católica de Valencia “San Vicente Mártir”

4 X

COMPETENCES

CG1, CE12

CG1

4 Course Description Code PCA-27

ON-CAMPUS EDUCATIONAL ACTIVITIES Relationship between Course and Learning Outcomes

ECTS

R1, R4

0.24

PRACTICAL CLASSES

Group work sessions supervised by the professor. Case studies. Meaningful construction of knowledge through interaction and activity of the student.

R1, R4

0.32

FACE-TO-FACE TUTORIALS

Personalized attention for the student, individual or in a small group. Period of instruction and/or orientation carried out by a tutor for the purpose of reviewing and discussing the materials and topics presented in class.

R1, R4

0.04

ACTIVITY

MASTER CLASS

Teaching-Learning Methodology

Teacher presentation of contents, analysis of competences, explanation and in-class display of skills, abilities and knowledge, which require the feed-back and involvement of the student.

Total

Universidad Católica de Valencia “San Vicente Mártir”

(0,6)

5 Course Description Code PCA-27

NON ON-CAMPUS EDUCATIONAL ACTIVITIES Relationship between Course and Learning Outcomes

ECTS

R1, R4

0.04

R1, R4

0.08

ASYNCHRONOUS ONLINE SESSION

Exposition of the contents by the teacher, analysis of competences, explication and demonstration of abilities, skills and knowledge in the Virtual classroom, which requires feed-back and involvement of the students at different moments.

R1

0.12

ONGOING ASSESSMENT ACTIVITIES

Commentaries, summaries, book reviews, critical analysis and development of texts, glossaries, web quests, tests, etc., which are designed in order to assess, individually or in groups, the level of acquisition of the learning outcomes of different subjects through the university e-learning platform: https://campusvirtual.ucv.es/.

R1, R4

0.36

ACTIVITY

DISCUSSION FORUM

Teaching-Learning Methodology

Discussions and opinions on-line supervised by the teacher, which allows students to express their ideas and argued opinions regarding the texts used, the questions or contents presented in class through the university E-learning platform. https://campusvirtual.ucv.es/. Personalized attention to the student in a virtual and individual way through the university elearning platform: https://campusvirtual.ucv.es/.

ONLINE TUTORING

It’s a period of instruction and orientation carried out by a teacher which has as purpose to review and discuss the materials and issues covered in class, to help with the activities of the ongoing assessment, etc.

Total

Universidad Católica de Valencia “San Vicente Mártir”

(0,6)

6 Course Description Code PCA-27

INDEPENDENT WORK ACTIVITIES OF THE STUDENT

ACTIVITY

INDEPENDENT WORK

Teaching-Learning Methodology Student study: Group or Individual preparation of readings, essays, concept maps, problem solving, seminars, papers, reports, etc. to be presented or submitted in theoretical lectures, practical and/or Small-group tutoring sessions.

Relationship between Course and Learning Outcomes

ECTS

R1, R4

1.8

It can also be submitted to the university e-learning platform. https://campusvirtual.ucv.es/.

Total

Universidad Católica de Valencia “San Vicente Mártir”

(1,8)

7 Course Description Code PCA-27

SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM

Assessment Tool

LEARNING OUTCOMES ASSESSED

Allocated Percentage

Solution case study: Braille

R4

10%

Oral presentation of group work

R1

30%

Individual monitoring of virtual work

R1

40%

Assistance and active participation

R1,R4

20%

Criterion of concession of the Mention of Distinction: From the obtaining of 9 on and providing that the obtained result is a consequence of an excellent academic progress together with an effort and interest for the subject. Comments: Note 1 In the description of the content and assessment criteria of the subject the procedure, reference materials and deadline dates will be explained, and they will also be described by the coordinator of the subject in the first class session. Note 2 Failure to follow the rules and deadlines for the completion of academic activities invalidates the note.

Universidad Católica de Valencia “San Vicente Mártir”

8 Course Description Code PCA-27

DESCRIPTION OF CONTENTS

COMPETENCES

Organization in contents blocks or thematic groups. Development of contents in didactic guides.

(Indicate, numerically, the related competences)

Introduction to the Augmentative / alternative systems of Communication. Classification. Methods of use and learning Braille Code System.

CG1, CE12

CG1

Augmentative communication and disability: systems, users and forms of access.

CG1, CE12

Sign Language workshop.

CG1, CE12

Universidad Católica de Valencia “San Vicente Mártir”

9 Course Description Code PCA-27

BIBLIOGRAPHY Alberti, M. y otros (2010). Alumnado con discapacidad visual. Barcelona: Graó. Alcantud, F.; Soto, F.J. (2003). Tecnologías de ayuda en personas con trastornos de comunicación. Valencia: Nau Llibres. Alcantud, F. i Sotos, C. (2008). Discapacidad, envejecimiento y dependencia: el papel de las tecnologías. Valencia: Generalitat. Conselleria de Sanitat. EVES. Arnaiz, P. (2003). Educación Inclusiva: Una escuela para todos. Málaga: Aljibe. Basil, C.; Boix, J. (2010). Sistemas aumentativos y alternativos de comunicación. En Durante, P.; Pedro, P. Terapia ocupacional en geriatría. Principios y práctica. (pp. 363-370). Barcelona: Masson. Basil, C. y Rosell, C. (2006). Recursos y Sistemas Alternativos/Aumentativos de Comunicación. En Gallego, J.L. (Coord.) Enciclopedia temática de logopedia (pp. 441-465). Málaga: Ediciones Aljibe. Basil, C., Soro, E., Rosell, C., (1998). Sistemas de signos y ayudas técnicas para la comunicación aumentativa y la escritura: principios teóricos y aplicaciones. Barcelona: Masson. Baumgart, D.; Johnson, J.; Helmstemer, E. (1996). Sistemas alternativos de comunicación para personas con discapacidad. Madrid: Alianza Editorial. Cabezon , J. et al. (1994): Lenguajes Alternativos para personas con dificultades en la comunicación. Madrid: CEPE. Cardona, M.; Gallardo, M. V.; Salvador, M.L. (2001). Adaptemos la escuela. Orientaciones ante la discapacidad motórica. Málaga: Aljibe. CNSE (2001). Lola y su familia. Guía para Padres y Madres de Niños Sordos. Madrid: CNSE. Chapa Baixauli, C. (2001). La variación del registro en lengua de signos española. Valencia: Fundación Fesord C.V. Díaz Carcelén, M.L. (2003). Las voces del silencio. Una comunicación sin límites. Murcia: Consejería de Educación, Ciencia e Investigación. Espejo, B. y otros (1993) El braille en la escuela. Madrid: ONCE. Colección Guías. FESORD (2000). La voz de Pedro. Descubramos cosas sobre las Personas Sordas. Valencia: Fundación Fesord C.V. Gallardo,J.R., Gallego, J.L. (2003). Manual de logopedia escolar: Un enfoque práctico. Málaga: Aljibe. Marchesi, A. (1991). El desarrollo cognitivo y lingüístico de los niños sordos. Perspectivas educativas. Madrid: Alianza Editorial. Martínez, F. y otros (2000). Apuntes de Lingüística de la Lengua de Signos Española. Madrid: CNSE. Minguet, A. (2000). Rasgos sociológicos y culturales de las Personas Sordas. Valencia: Fesord.

Universidad Católica de Valencia “San Vicente Mártir”

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Monfort, M.; Juárez, A.; Monfort, I. (2010). La Comunicación Bimodal. Del Signo a la Palabra. Madrid: Entha. Olivares, R.M.; Esteva, M.J.; Gómez, M. y Redondo, J. (2015). Sistemas aumentativos y alternativos de comunicación. Barcelona: Altamar. Puyuelo, M. y otros (2002). Intervención del lenguaje. Metodología y recursos educativos. Aplicaciones específicas a la deficiencia auditiva. Barcelona: Masson. Puyuelo, M.; Arriba, J.A. (2000). Parálisis cerebral infantil. Aspectos comunicativos y pedagógicos. Orientaciones al profesorado y a la familia. Málaga. Aljibe. Rosell,C.; Soro-Camats, E; Basil, C. (2010). Alumnado con discapacidad motriz. Barcelona:Graó Santana, R.; Torres, S. (2003). Desarrollo comunicativo-lingüístico del niño sordo. En Puyuelo, M. y Rondal, J. (Coord.) Manual de desarrollo y alteraciones del lenguaje: aspectos evolutivos y patología en el niño y el adulto. Barcelona: Masson. Santana, R.; Torres, S. (2003). La PC: su aportación al desarrollo del lenguaje oral y escrito en los sordos profundos. En Giménez, M. y López, M. (Coords.): Deficiencia auditiva. Madrid:CEPE Schaeffer, B.; Raphael, A.,; Kollinzas, G. (2005): Habla signada para alumnos no verbales. Madrid: Alianza Editorial. Simón, C. (1994). Desarrollo de los procesos básicos en la lectura braille. Madrid: ONCE. Colección Guías. Soro-Camats, E., Basil, C., y Rosell, C. (2012). Pluridiscapacidad y contextos de intervención. Barcelona: Universitat de Barcelona (Institut de Ciències de l’Educació). Edición electrónica. Soto, G. i Zangari, C. (2009). Practically Speaking: Language, Literacy, and Academic Development for Students with AAC Needs. Baltimore: Brookes Publishing Co. Torres Monreal, S., (2001). Sistemas alternativos de comunicación. Manual de Comunicación Aumentativa y Alternativa: Sistemas y estrategias. Málaga: Aljibe. Villalba, A.; Ferrer, A.; Asensi, C. (2005). La lectura en los sordos prelocutivos. Propuestas para un programa de entrenamiento. Madrid: Entha Ediciones. Vives, J. (2010). Intervención terapéutica asistida con caballos y autismo. Valencia: Fundación Divina Pastora Warrick, A. (2002) Comunicación sin habla. Comunicación aumentativa y alternativa alrededor del mundo. Madrid: CEAPAT

Universidad Católica de Valencia “San Vicente Mártir”