1 Course Guide Code PCA-27-F-01-Ed.00

SUBJECT SPECIFIC LEARNING DIFFICULTIES Field Learning Difficulties and Development Disorders

Degree of Teacher in Preschool Education Universidad Católica de Valencia

Year 2016-17

Universidad Católica de Valencia “San Vicente Mártir”

2

COURSE GUIDE OF THE SUBJECT ECTS Subject: Specific Learning Difficulties

6

Field: Learning Difficulties and Development Disorders

18

Module: Learning and personality development

36

Type of learning 1: Basic learning

YEAR: 3º Semester: 2º

Teachers:

Department: Inclusive Education, SocialCommunity Development and Occupational Sciences. E-mail:

Consuelo Cerdá Carmen Rico Pedro Senabre Carmen Solís

[email protected],

[email protected], [email protected], [email protected],

MODULE ORGANIZATION ____________________________________________________________________________

Learning and personality development

36 ECTS

Fields and Subjects Field Educational processes, learning and personality 1

ECTS 18

ECTS

Year/ Semester

Developmental psychology

6

1/1

Educational psychology

6

2/1

SUBJECT

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

Universidad Católica de Valencia “San Vicente Mártir”

development

Language development psychology

6

3 1/2

Learning Difficulties and Development Disorders

Specific needs of educational support

6

2/2

6

3/1

6

3/2

18

Attention to students with specific needs of educational support Specific learning difficulties COURSE GUIDE FOR SUBJECT

SPECIFIC LEARNING DIFFICULTIES Prerequisites: None GENERAL GOALS

To acquire the necessary skills to detect risk factors of learning difficulties in Preschool Education and develop prevention and development programs of pre-reading, writing, problem solving and calculating skills, as well as socio-affective dimensions for the students.

GENERAL COMPETENCES

Competence measuring scales 1

2

CG-2 Promote and facilitate learning in early childhood, from a global and inclusive of different cognitive, emotional, psychomotor and volitional dimensional perspective. CG-3 Designing and regulating learning spaces inclusive of diversity addressing gender equality, equity and respect for human rights which constitute the values of a citizen's education.

SPECIFIC COMPETENCES

Universidad Católica de Valencia “San Vicente Mártir”

4

X

X

CG-4 To promote coexistence in the classroom and outside; to solve disciplinary problems and contribute to their solution peacefully. CG-5 Reflect in groups on the acceptance of rules and respect for others. Promote autonomy and uniqueness of each student as factors of education of the emotions, feelings and values of early childhood. CG-6 To know the evolution of language in early childhood, able to identify possible malfunctions and ensure proper development. Effectively address situations of language learning in multicultural and multilingual contexts. Express themselves orally and in writing and master the use of different techniques of expression. CG-8 To know about dietary and hygienic foundations for children. To know about the foundations of early care and the basis and developments that allow to understand the psychological processes of learning and personality development in early childhood. CG-10 To perform functions of tutoring and guiding in the period of 0-6 and master social skills for the interaction and relation with the family of each student and the group of families.

3

X X

X

X

X

4 1 CE-13 Understanding the processes of learning and education for children in the family, social and school areas.

2

3

4

X

CE-17 To know the main evolutionary aspects of this period in order to detect developmental difficulties and educational needs

X

CE-20 To know the evolution of language in early childhood and its relationship to cognitive development and school learning and care for proper development.

X

CE-21 To know how to identify linguistic disorders in order to collaborate effectively with other professionals to ensure a suitable educational treatment. CE-22 To know the fundamentals of early care and the bases that allow us to understand the psychological processes of learning and personality construction in early childhood. CE-23 To know the bases that allow us to understand the psychological processes of school learning in early childhood as mediators and facilitators for lifelong learning and the role they play in building the personality during that period. CE-24 To acquire resources in order to facilitate educational integration of students with difficulties. CE-25 To know about the legislation that regulates the attention of specific needs in educational support in pre-school and to participate en the development and monitoring of educational projects of inclusive centres, in collaboration with the region, other professionals and social agents.

LEARNING OUTCOMES

X X

X X X

COMPETENCES

R1 The student knows the characteristics of the pupils with specific needs of educational support in the different stages of their vital cycle.

CG6, CG8, CG10, CE13, CE17, CE20, CE21, CE22, CE23

R2 The student identifies specific materials and can adapt materials and didactic resources attending to the singularity of every pupil.

CG3,CG6,CG10 CE21,CE24,CE25

R3 The student knows how to apply the specific methodologies and intervention techniques most suitable en each learning-teaching situation.

CG3,CG4,CG5,CG6,CG8,CG10 CE13,CE20,CE21,CE24,CE25

R4 The student detects the possible specific needs of educational support not diagnosed.

CG2,CG3,CG6,CG10 CE17,CE20,CE21

R6 The student handles the organizational aspects of the classroom to attend properly to the singular needs students.

CG3,CG4,CG6 CE21,CE25,CE25

R7 The student has criteria to take decisions suitable for the design and execution of curriculum adaptations and intervention programs.

CG3,CG5,CG8,CG10 CE17,CE20,CE21,CE24,CE25

R8 The student solves practical cases, individually and in group, related to the contents of the subject.

CG3,CG4,CG5,CG6,CG10 CE17,CE20,CE21, CE24, CE25

R9 The student acquires a specific vocabulary of the subject. R10 The student identifies the functions and competences of the different professionals that take part in the education of children with specific needs in educational support from a collaboration perspective.

Universidad Católica de Valencia “San Vicente Mártir”

CG3,CG6,CG8,CG10 CE17,CE20,CE21,CE22,CE24,CE25 CG3,CG5,CG8,CG10 CE21,CE24,CE25

5 R12 The student assumes the need of professional constant development by the self-assessment of the own educational practice and consulting the different specialized sources and databases.

CG3,CG6,CG10 CE17,CE21,CE24,CE25

R14 The student analyzes the variables that take part in the socialaffective development of the student with specific needs of educational support, to be able to guide the families and work in close collaboration with them, with other involved agents.

CG2,CG3,CG8,CG10 CE22,CE23,CE25

R17 The student detects risk factors that can affect the learning process of reading, writing and mathematics.

CG6,CG8,CG10 CE13,CE17,CE20,CE21,CE22,CE23

R18 The student knows about and applies resources which are necessary for the development of the abilities previous to reading, writing and mathematics.

CG2,CG3,CG6,CG8 CE13,CE17,CE20,CE21CE,23

R19 The student knows about specific learning difficulties.

CG2,CG3,CG6,CG8 CE13,CE17,CE20,CE21,CE23

ON-CAMPUS EDUCATIONAL ACTIVITIES

ACTIVITY

MASTER CLASS

Teaching-Learning Methodology

Teacher presentation of contents, analysis of competences, explanation and in-class display of skills, abilities and knowledge.

PRACTICAL CLASSES

Group work sessions supervised by the professor. Case studies, diagnostic tests, problems, field work, computer room, visits, data search, libraries, on-line, Internet, etc. Meaningful construction of knowledge through interaction and student.

LABORATORY

Activities carried out in spaces with specialized equipment.

SEMINAR

TEAM WORKS PRESENTATIONS

TUTORING

Relationship with Learning Outcomes for the subject

ECTS

R1, R2, R3, R4, R6, R7, R8, R9, R10, R14, R17, R18, R19

0.8

R1, R2, R4, R6, R7, R8, R10, R12, R14, R18

0.2

___

0

Supervised monographic sessions with shared participation

R2, R6, R8, R14

0.3

Application of interdisciplinary knowledge.

R2, R6, R8, R14

0.2

Personalized and small group R7, R8, R12, R14, R18 attention. Period of instruction and/or orientation carried out by a tutor for

Universidad Católica de Valencia “San Vicente Mártir”

0.7

6 the purpose of reviewing and discussing the materials and topics presented in lectures, seminars, readings, writing papers, etc. ASSESSMENT

Group of oral and/or written tests used during initial, formative or additive assessment.

R1, R2, R6, R7, R8, R9, R14 Total

0.2

(2,4*)

INDEPENDENT WORK ACTIVITIES OF THE STUDENT

ACTIVITY

TEAM WORK

INDEPENDENT WORK

Teaching-Learning Methodology

Relationship of Subject with Learning Outcomes

Team work on readings, essays, , problem solving, seminars, papers, reports, etc. to be presented or R1, R2, R4, R7, R8, R9, submitted in theoretical lectures, R18 practical and/or small-group tutoring sessions. Work done on the university's platform www.plataforma.ucv.es). Student study: Group, Individual preparation of readings, essays, problem solving, seminars, papers, reports, etc. to be presented or submitted in theoretical lectures, practical and/or small-group tutoring sessions. Work done on the university e-learning platform ( www.plataforma.ucv.es )

R1, R2, R4, R7, R8, R9, R10, R12, R17, R18, R19

Total

ECTS

1

2.6

(3,6*)

SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM

Assessment Tool

LEARNING OUTCOMES ASSESSED

Allocated Percentage

Written tests

R1, R2, R3, R6, R7, R8, R9, R10, R14, R17, R18, R19

40%

Universidad Católica de Valencia “San Vicente Mártir”

7 Seminar

R2, R3, R7, R8, R9, R12, R17, R18, R19

30%

Oral Presentation

R2, R3, R8, R9, R17, R18, R19

15%

Attendance and participation in the activities

R1, R2, R3, R4, R6, R7, R8, R10, R12, R14, R17, R18, R19

15%

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 Any person who for work or for any other reason is unable to continue this system should present his/her case in the first 15 days of school. If there is no such communication it’s understood he/she accepts the evaluation criteria established by the Department for the on-campus modality and subsequent amendments will not be accepted unless good cause. Note 2-The evaluation system for non-contact mode is equal to the face, except in paragraph Attendance and participation in activities, granting the 15% rate if the student proceeds to make a series of visits with date and time marked by the professor of the course, within their care students. Note 3 In order to sum up percentages is essential to pass, in both modalities, each and every one of the assessment tools. Failure to follow the rules and deadlines for the completion of academic activities invalidate the note

DESCRIPTION OF CONTENTS

COMPETENCES

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

(Indicate, numerically, the related competences)

1. Learning difficulties: conceptualization, detection and intervention.

2. Introduction.

Legislative

framework

of

learning

difficulties in Preschool Education. 3. Personal and social characteristics of the students with LD. Analysis of comorbidity in LD.

4. Early Childhood Intervention.

Universidad Católica de Valencia “San Vicente Mártir”

G3, G7, G10, G11, G15, G17, G21, E1, E2, E3, E4, E5, E6, E7

8

5. Learning difficulties in reading: pre-reading skills. Reading comprehension: Previous skills. 6. Learning difficulties in writing. 7. Learning difficulties in mathematics.

BIBLIOGRAPHY Ainscow, M. (2001). Necesidades especiales en el aula. Madrid: Narcea. Ainscow, M. (2004). Desarrollo de escuelas inclusivas. Ideas, propuestas y experiencias para mejorar las instituciones escolares. Madrid: Narcea. Andrés, M. L, Canet, L., Richards, M., Introzzi, I. y Urquijo, S. (2010). Disponibilidad de recursos materiales en el hogar y adquisición de habilidades pre-lectoras. Revista Semestral da Associação Brasileira de Psicologia Escolar e Educacional, 14 (1), 139148. Consultado el 02-12-11 en: http://www.scielo.br/pdf/pee/v14n1/v14n1a15.pdf. Andrés, M. L., Urquijo, S., Navarro, J. I. y García, M. (2010). Contexto alfabetizador familiar: relaciones con la adquisición de habilidades prelectoras y desempeño lector. European Journal of Education and Psychology, 3 (1), 129-140. Obtenido el 05-12-11 de http://www.ejep.es/index.php/journal/article/viewFile/129-140/64. Aunión, J. N. (2009). Sin leer ni escribir hasta los seis. Artículo publicado en el Peródico El País, 06/12/2009. Puede consultare en: http://www.elpais.com/articulo/sociedad/leer/escribir/elpepisoc/20091029elpepisoc_1/T es. Ávila, C., Cuenca, I., Félix, V., Parcet, M.A. y Miranda, A. (2004). Measuring impulsivity in school- aged boys and examining its relationship with ADHD and ODD ratings. Journal of Abnormal Child Psychology, 32, 295-304. (Puede consultarse en: http://www.uv.es/femavi/impulsivity_children.pdf) Baumann, J.F. (1985). La eficacia de un modelo de instrucción directa en la enseñanza de la comprensión de ideas principales. Infancia y Aprendizaje, 31, 89-105.

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9 Beaverd, B. (1967). Antes del cálculo. Argentina: Kapesluz. Bisquerra, R. y Pérez, N. (2007). Las competencias emocionales. Educación XX1, 10, 6182. Obtenido de http://www.uned.es/educacionXX1/pdfs/10-03.pdf el 12-12-11. Camp, B. W. y Bash, M. A. (1998). Piensa en voz alta. Un programa de resolución de problemas para niños. Nivel primario. Valencia: Promolibro. Canals, M. A. (1981). La matemática en el parvulario. Madrid: Nuestra Cultura. Cerdá, M. C. (1990). Niños con necesidades educativas especiales. conceptuales, diagnósticas y de tratamiento. Valencia: Promolibro.

Bases

Cerdá, M. C. (2011). Orientaciones prácticas de atención educativa. Valencia: Tirant Humanidades. Clemente, M. y Domínguez, A. B. (2003). La enseñanza de La lectura. Enfoque psicolingüístico y sociocultural. Madrid: Pirámide. Clemente, M. y Ramírez, E. (2008). Primeros contactos con la lectura. Leer sin saber leer. Salamanca: Fundación Germán Sánchez Ruipérez. Cobos, P. (2007). El desarrollo psicomotor y sus alteraciones. Manual práctico para evaluarlo y favorecerlo. Madrid: Pirámide. Consejo Pontificio para la Familia (2000). La familia y la integración del minusválido en la infancia y en la adolescencia. Madrid: Palabra. Cuetos, F. (2000). MIL. Método informatizado de lectura. Manual y CD-ROM. Madrid: TEA. Cuetos, F. (2008). Psicología de la escritura. Diagnóstico y tratamiento de los trastornos de escritura. Las Rozas (Madrid): Wolters Kluwer. Cuetos, F. (2008). Psicología de la lectura. Las Rozas (Madrid): Wolters Kluwer. Defior, S. (1996). Las dificultades de aprendizaje. Málaga: Aljibe. Dorronso, L. (2006). El plan de lectura en los centros de infantil y primaria. Logroño: Gobierno de Navarra. Puede consultarse en: http://dpto.educacion.navarra.es/bibliotecasescolares/blitz_files/Blitzam9c.pdf. East, V. y Evans, L. (2010). Guía práctica de Necesidades Educativas Especiales. Madrid: Morata. Eurydice (2011). Teaching Reading in Europe: context, policies and practices. Bruselas: Education, Audiovisual and Culture Executive Agency. Obtenido en http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/130EN.pdf el 2 de diciembre de 2011. Félix, V. (2007). Conceptualización del comportamiento disruptivo en niños y adolescentes. Conselleria d’Educació. (Puede consultarse en: http://www.uv.es/femavi/Elda2.pdf) Félix, V. (2007). Intervención psicopedagógica y farmacológica ante los trastornos del comportamiento de inicio en la infancia y en la adolescencia. Conselleria d’Educació (Puede consultarse en: http://www.uv.es/femavi/Elda1.pdf).

Universidad Católica de Valencia “San Vicente Mártir”

10 Ferreiro E. y Teberosky A. (1972). Los sistemas de escritura en el desarrollo del niño. Madrid: Siglo XXI. Ferreiro, E. y Teberosky, A. (1993). Los sistemas de escritura en el desarrollo del niño. México: Siglo XXI. Fortes, M. C., Ferrer, A. M. y Gil, M. D. (2000). Bases psicológicas de la educación especial. Aspectos teóricos y prácticos. Valencia: Promolibro. García, J. A., Martí, E., Ramos, N. Recarens, E., Segarra, Ll., Serra, T. y Torra, M. (2002). La resolución de problemas en matemáticas. Teoría y experiencias. Barcelona: Graó. Garrido, J. (2009). Adaptaciones curriculares. Guía para los profesores Tutores de Educación Primaria y Educación Especial. Madrid: CEPE. Gervilla, Á. (2008). Familia y educación familiar: conceptos clave, situación actual y valores. Madrid: Narcea. Geva, E. y Olson, D. (1983). Children’s story retelling. First Language, 4. 85-109. Gómez, I. M. (2000). Matemática emocional – los afectos en el aprendizaje matemático. Madrid: Narcea. González, E. (2007). Necesidades educativas específicas: intervención psicoeducativa. Madrid: CCS. González, R. M. y Cuetos, F. (2008). Ale. Actividades para el aprendizaje de la lectura y escritura. Madrid: CEPE. Holloway, G. (1982). Concepción del espacio según Piaget. Barcelona: Paidós. Huerta, E. y Matamala, A. (1986). Programa de reeducación para dificultades en la escritura. Manual para el reeducador, maestro y padres. Madrid: Visor. Huerta, E. y Matamala, A. (1995). Tratamiento y prevención de las dificultades lectoras. Madrid: Visor-Aprendizaje. Jarque, J. (2011). Dificultades de aprendizaje en educación infantil: descripción y tratamiento. Madrid: CCS. Jiménez, J. (1986). La prevención de dificultades en el aprendizaje de la lecto-escritura (Método MAPAL). Madrid: CEPE. Jiménez, J. y Jiménez, I. (1995). Cuentos y juegos (para el desarrollo del hábito y la capacidad lectora). Volumen II. Madrid: Visor. Jiménez, J. y Ortiz, R. (2007). Conciencia fonológica y aprendizaje de la lectura: teoría, evaluación e intervención. Madrid: Síntesis. Jiménez, J.E. (2012). Dislexia en español. Madrid: Pirámide. Kamii, C. (2003). El número en la educación preescolar. Boadilla del Monte (Madrid): A. Machado libros. Lahora, C. (1992). Actividades matemáticas con niños de 0 a 6 años. Madrid: Narcea.

Universidad Católica de Valencia “San Vicente Mártir”

11 Lantieri, I. y Goleman, D. (2009). Inteligencia emocional infantil y juvenil. Madrid: Aguilar. Lawrence, E. et al. (1982). La comprensión del número y la educación progresiva del niño según Piaget. Barcelona: Paidós. Martín, E. y Mauri, T. (2011). Orientación educativa. Atención a la diversidad y educación inclusiva. Madrid: MEC/Graó. Maruny, Ll., Ministral, M. y Miralles, M. (1998). Escribir y leer. Materiales curriculares para la enseñanza y el aprendizaje del lenguaje escrito, de 3 a 8 años. Zaragoza: MECEdelvives. Maruny, Ll., Ministral, M. y Miralles, M. (1998). Escribir y leer. Materiales curriculares para la enseñanza y el aprendizaje del lenguaje escrito, de 3 a 8 años. Zaragoza: MECEdelvives. Miranda, A., Fortes, M. C. y Gil, M. D. (1998). Dificultades de aprendizaje de las matemáticas. Un enfoque evolutivo. Málaga: Aljibe. Miranda, A., Vidal-Abarca, E. y Soriano, M. (2000). Evaluación e intervención psicoeducativa en las dificultades de aprendizaje. Madrid: Pirámide. Palincsar, A.S. y Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1 (2), 117-175. Palmer, P. (1991). El monstruo, el ratón y yo. Valencia: Promolibro. Ramírez, I. (2009). Educación de la lógica-matemática y la expresión lingüística en educación infantil. Innovación y Experiencias Educativas, 14. (Puede consultarse en: http://www.csicsif.es/andalucia/modules/mod_ense/revista/pdf/Numero_14/ILDEFONSO_RAMIREZ_ 2.pdf). Salvador, F. (Dir.) (2001). Enciclopedia psicopedagógica de necesidades educativas especiales, Vol. I y II. Archidona: Aljibe. Salvador, F. (2005). Bases psicopedagógicas de la Educación especial. Archidona: Aljibe. Sánchez, A. (2000). Educación especial, respuesta a las necesidades educativas especiales desde la diversidad Almeria: Servicio de Publicaciones de la Universidad de Almería. Sánchez, J. (2010). La competencia emocional en la escuela: una propuesta de organización dimensional y criterial, en ENSAYOS, Revista de la Facultad de Educación de Albacete, 25. Enlace web: http://www.uclm.es/ab/educacion/ensayos ‐ Consultada en fecha (12 ‐11‐ 2011). Singer, V. y Cuadro, A. (2010). Programas de intervención en trastornos de lectura. Revista Neuropsicología Latinoamericana, 2(1), 78-86. Soriano, M. (2006). Dificultades en el aprendizaje. Granada: Grupo Editorial Universitario. Soriano, M. y Félix, V. (2005). Explicaciones de las dificultades en el reconocimiento de palabras. En J. Escoriza (Ed.), Tratamiento Educativo de los Trastornos de la Lengua Escrita. Barcelona: Universitat de Barcelona (Puede consultarse en: http://www.uv.es/femavi/Dislexia.pdf)

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12 Soriano, M., Miranda, A., Soriano, E., Nievas, F. y Félix, V. (2011). Examining the efficacy of an intervention to improve fluency and reading comprehension in Spanish children with Reading Disabilities. International Journal of Disability, Development and Education, 58(1), 47-59 Stacey, K. y Groves, S. (1999). Resolver problemas: estrategias. Madrid: Narcea. Suárez, A. (2003). Iniciación escolar a la escritura y la lectura. Madrid: Pirámide. Teberosky, A. (2000). Cartells per a llegir. Barcelona: Vicens Vives. Valenzuela, M. J. (2012). Prevención de las dificultades de aprendizaje. Madrid: Pirámide. Vallés, A. (2000). Sustituciones y omisiones (letras, sílabas y palabras). Valencia: Promolibro. Vallés, A. (2003). Programa para el desarrollo de la inteligencia emocional. Madrid: Eos. Vallés, A. (2003). Psicopedagogía de la inteligencia emocional. Valencia: Promolibro. Vallés, A. (2010). Conciencia fonológica. Valencia: Promolibro.

Velarde, E., Canales, R., Meléndez, M. y Lingán, S. (2010). Enfoque cognitivo y psicolingüístico de la lectura: diseño y validación de una prueba de habilidades prelectoras (thp) en niños y niñas de la provincia constitucional del callao, Perú. Revista IIPSI, 13 (1), 53-68. (Puede consultarse en: http://sisbib.unmsm.edu.pe/bvrevistas/investigacion_psicologia/v13_n1/pdf/a03.pdfv Vernidell, M. Leyendo en familia: Programa de alfabetización temprana. http://www.psico.unlp.edu.ar/segundocongreso/pdf/ejes/psic_educ/131.pdf.

En:

Viso, J. R. (2003). Prevenir y reeducar la disgrafía. Madrid: ICCE. Vygotsky, L. (1979). El desarrollo de los procesos psicológicos superiores. Barcelona: Crítica. Ygual, A. y Cervera, J. F. (2001). Comparación de programas para el desarrollo de la conciencia fonológica. Cuadernos de Audición y Lenguaje, 1, Sección A, 42-59. Ygual, A. y Cervera, J. F. (2001). Un programa para desarrollar el conocimiento metafonológico en los cursos de pre-escolar. Cuadernos de Audición y Lenguaje, 1, Sección A, 60-72.

LEARNING ORGANIZATION:

Universidad Católica de Valencia “San Vicente Mártir”

13

1 2

CONTENT UNIT/DIDACTIC UNIT

Nº OF SESSIONS

Learning difficulties: conceptualization, detection and intervention. Legislative framework of learning difficulties in Preschool

4

Education.

2

3

Personal and social characteristics of the students with LD. Analysis of comorbidity in LD.

2

4

Early Childhood Intervention.

3

Learning difficulties in reading: pre-reading skills. Reading 5 6 7

comprehension: Previous skills. Learning difficulties in writing. Learning difficulties in mathematics.

Universidad Católica de Valencia “San Vicente Mártir”

6 3 4