learning disabilities course guide

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PCA-27-F-01 Ed. 00
LEARNING DISABILITIES
COURSE GUIDE
Facultad de Psicología, Magisterio y Ciencias de la Educación
Universidad Católica de Valencia
Year 2014-15
Year 2016-2017
Universidad Católica de Valencia “San Vicente Mártir”
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Course guide Learning Disabilities
COURSE GUIDE TO LEARNING DISABILITIES
ECTS
72
18
6
FIELD: ALTERATIONS, DISORDERS AND SPEECH THERAPY
MODULE: LANGUAGE PATHOLOGY
Subject: LEARNING DISABILITIES
YEAR: 2ª
Type of learning: Compulsory
Semester: 4º
Department:
Teacher: Nuria Senent Capuz
Inclusive Education, Social-Community
Development and Occupational Sciences.
E-mail: [email protected]
SUBJECT ORGANIZATION
____________________________________________________________________________
EVOLUTIVE AND EDUCATIVE PSYCHOLOGY
Nº ECTS: 30
Duration and temporal location within the academic curriculum:
This subject is located in the in the fourth semester of the second year of the Speech Therapy degree
This subject belongs to the field of alterations, disorders and speech therapy . The program
provides conceptual, methodological and diagnostic learning on difficulties that occur during
the childhood and adolescence, as well as social and emotional characteristics of children who
suffer them.
The subject aims to provide the student with a series of theoric and practical skills, which
qualify him to carry out labours of advice, evaluation and intervention with subjects that
present learning difficulties.
Subjects and Fields
Field
LANGUAGE
PATHOLOGY
ECTS
18
ECTS
Course/
semester
Language pathology I
6
1/1
Language pathology II
6
1/2
Learning disabilities
6
2/4
Subjects
Universidad Católica de Valencia “San Vicente Mártir”
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COURSE GUIDE TO THE SUBJECT: Learning Disabilities
Prerequisites: None
GENERAL GOALS
• Knowing the processes and principal stages of the psychological development during the
vital cycle in his aspects of normality and abnormality, in what concerns to learning
difficulties
• Knowing different methods of evaluation, diagnosis and treatment, applying specifically
different strategies of intervention in learning disabilities.
• Knowing the functions, characteristics and limitations of the different theoretical models
of educational psychology
• Considering the transcendence in the development of the education of learning
disabilities, valuing the socio- personnel and behavioural implications in children who
present them.
Competence
CROSS-SECTIONAL COMPETENCES
measuring scale
Instrumental
1
2
3
X
1.(1) Analysis and synthesis.
2. (2) Organize a work plan being able to carry it out within a specified period
X
3.(3) Find, evaluate, organize and manage information systems.
4. (4) . Speaking and writing fluently,appropriately and with the necessary
consistency to meet the academic standards of correctness in the language of
instruction.
5. (5) . Make decisions and being responsibile for them.
X
X
X
Interpersonal
6. (6) Use the techniques of verbal and nonverbal communication in order to
optimize relevant communicative situations.
Universidad Católica de Valencia “San Vicente Mártir”
X
4
4
Course guide Learning Disabilities
7.(7) Critically evaluate own job performance and that of other professionals to
improve results.
X
8.(8) Having the flexibility to work within integrated by other professionals
from the same field equipment.
X
9.(9) Purchased a commitment to ethics and ethics of their professional
field
X
SPECIFIC COMPETENCES
1
10 (19) Learn the basics of the process of assessment and diagnosis
2
3
4
X
1 1. (20) . . Know and apply the models, techniques and assessment tools.
X
12. (21) Perform assessment of language disorders language specific
developmental disorders of language: specific developmental disorders of
language, specific language impairments, language delays, phonetic and
phonological disorders, communication disorders and language deficits
associated with auditory and visual deficits; attention deficit disorder, mental
retardation, pervasive developmental disorder, autism spectrum disorders,
cerebral palsy and multiple disabilities; specific disorders of written language of
dyscalculia; alterations in the development of language and social deprivation
associated with multicultural and multilingual contexts, disorders of speech
fluency; aphasias and related disorders, dysarthria, dysphonia, diglossia,
language disorders in aging and degenerative disorders, language impairments
and communication in mental illness, silence and inhibitions of language
disturbances of nonverbal oral functions: atypical swallowing, dysphagia, and
tubal abnormalities
X
13 (22) Write a speech therapy evaluation report
X
14.(23) Perform assessment after intervention
X
LEARNING OUTCOMES
COMPETENCES
R1 Students will be able to describe disorders that affect
learning disabilities
R2 Students will be able to explain the main models of
intervention in the area of learning desabilities
1,2,4
6,11,7,8
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PCA-27-F-01 Ed. 00
R3 Students will be able to search bibliographic information for
the preparation of different content in the subject proposed
R4 The student will be able to analyze cases, develop
academic papers and orally present the contents of them,
individually and in groups
R5 Students will be able to design an intervention plan based
on the cases of patients studied.
3,4,11
5,9,10,12,13,9
2,8,11,14,8
ON-CAMPUS EDUCATIONAL ACTIVITIES
ACTIVITY
ON-CAMPUS CLASS
PRACTICAL CLASSES
LABORATORY
GROUP PRESENTATION
OF PAPERS
Teaching-Learning
Methodology
Teacher presentation of
contents, analysis of
competences, explanation
and in-class display of skills,
abilities and knowledge.
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
activity.
Relationship With
Learning Outcomes
for the subject
ECTS
R-1,R-2,R-3,R-4,R-6
1 ECTS
R-1,R-2,R-3,R-4,R-5,R6
0.42 ECTS
Activities carried out in
spaces with specialized
equipment.
R-1,R-2,R-3,R-4
Application of
multidisciplinary knowledge
R-1,R-2,R-3,R-4,R-5,R6
Universidad Católica de Valencia “San Vicente Mártir”
0.3 ECTS
0.16 ECTS
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Course guide Learning Disabilities
OFFICE ASSISTANCE
ASSESSMENT
Personalized and small group
attention. Period of
instruction and/or
orientation carried out by a
tutor to review and discuss
materials and topics
presented in classes,
seminars, readings, papers,
etc.
Set of oral and/or written
tests used in initial,
formative or additive
assessment of the student
R-1,R-2,R-3,R-4,R-5,R6
0.36 ECTS
R-1,R-2,R-3,R-4,R-5,R6
0.16 ECTS
(2,4*) 60 Hours
INDEPENDENT WORK ACTIVITIES
ACTIVITY
GROUP WORK
Teaching-Learning
Methodology
Group 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.
Relationship of
Course with Learning
Outcomes
R-1,R-2,R-3,R-4,R5,R-6
ECTS
1.2 ECTS
(30 Hours)
Work done on the university
e-learning platform
( www.plataforma.ucv.es )
INDEPENDENT WORK
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.
R-1,R-2,R-3,R-4,R5,R-6
2.4 (60
Hours)
Universidad Católica de Valencia “San Vicente Mártir”
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PCA-27-F-01 Ed. 00
Work done on the university
e-learning platform
( www.plataforma.ucv.es )
(3,6*)
90 hours
SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM
Assessment Tool
LEARNING OUTCOMES ASSESSED
Final test written of the
theoretical contents or
follow-up tests
R-1,R-2,R-3,R-4,R-5,R-6
Practical activities
R-1,R-2,R-3,R-4,R-5,R-6
Allocated
Percentage
50% (5.0)
40% (4.0)
Behavioral assessment
10% (1)
R-1,R-2,R-3,R-4,R-5
Criterion of concession of the Mention of Distinction: From the obtaining of 9,5 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 Evaluation System for non-on campus modality (with an attendance rate below 80%) will be explained first week
of class. (50% theory test – 50% practical exam. Need to pass both parts)
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.
Note 4 Based on the characteristics of the group or class may change the percentages of the assessment system in the
on-campus modality
Universidad Católica de Valencia “San Vicente Mártir”
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Course guide Learning Disabilities
DEVELOPMENT OF THE SUBJECT IN SECOND AND SUBSEQUENT ENROLLMENTS:
There will be a special group for students who are not enrolling for the first time if they exceed the occupancy limit
of the classroom and a teacher is assigned to that group.
The professor in charge of this group will conduct 4 follow-up sessions and tutoring for 2 hours each. Assessment of
skills and abilities will be done through the scheduled practice sessions In each session the subject will be
developed so as to reinforce the work on the skills that each student needs to pass the course.
Assessment of content and skills will be made during the examination set in the official calendar for this course.
DESCRIPTION OF CONTENTS
COMPETENCES
DIDACTIC UNIT I: THEORETICAL APPROACH OF D. A. CONCEPT AND
DIAGNOSTIC CRITERIA
Introduction: Learning disabilities
1,4.5,7,11,14
Historical Framework of learning difficulties.
Basic Terminology
Concept and diagnostic criteria
DIDACTIC UNIT II:: READING LEARNING DISABILITIES.
PART I: Concept and diagnostic criteria
PART II: Assessment and intervention
DIDACTIC UNIT III:: WRITING LEARNING DISABILITIES.THEME IV:
PART I: Concept and diagnostic criteria. Dysorthographic Disorders,
Dysgraphic Disorders and writing expression disabilities.
1,2,3,4,5,7,8,9,10,11
1,2,3,4,5,7,8,9,10,11
PART II: Assessment and intervention
DIDACTIC UNIT IV: READING COMPREHENSION DISABILITIES
PART I: Concept and diagnostic criteria
PART II: Assessment and intervention
1,2,3,4,5,7,8,9,10,11
DIDACTIC UNIT V: LEARNING DISABILITIES IN MATHEMATICS THEME
Learning disabilities in mathematics. Concept and diagnostic criteria
1,2,3,4,5,7,8,9,10,11
DIDACTIC UNIT VI: CHILD WITH EMOTIONAL CHARACTERISTICS
LEARNING DISABILITIES
1,2,3,4,11,12,13,14
Universidad Católica de Valencia “San Vicente Mártir”
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PCA-27-F-01 Ed. 00
REFERENCES
Basic Bibliography
•
Alfaro, Ignacio J., Cortés ,Javier y Secadas ,Francisco (2003) Leer es Fácil. Fundamentos
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Alfaro, Ignacio J., Cortés ,Javier y Secadas ,Francisco (2003) Leer es Fácil. Fichas para el alumno.
Fundamentos psicopedagógicos del aprendizaje de la lectura: Ed. CEPE
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Fernández Baroja ,Fernanda, Llopis Paret, A., Pablo Marco , C. (2012) Discalculia escolar
.Madrid : CEPE
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Gispert, Dolors (2010). Alumnado con dificultades en el aprendizaje de la lectura.
Barcelona. Graó
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Jiménez , Juan E. (2012) Dislexia en español : Prevalencia e indicadores cognitivos, culturales, familiares y
biológicos. Girona. Ed. Pirámide
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Jiménez González, J. y Ortiz González, R. ( 1995 ). Conciencia fonológica y aprendizaje de la
lectura: Teoría, evaluación e intervención. Madrid. Síntesis S. A.
•
Miranda Casas, A, Vidal-Abarca Gámez, E. y Soriano Ferrer, M. (2.000). Evaluación e
intervención psicoeducativa en dificultades de aprendizaje. Madrid. Pirámide.
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Miranda, A., Fortes, M.C. y Gil M.D. (1998).
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Orrantia Rodriguez, J. y Sánchez Miguel, E. (1994): Evaluación del lenguaje escrito. En
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Peñafiel Puerto, María. (2009) Guía de intervención logopédica en la disgrafía Serie guías
de intervención. Madrid. SÍNTESIS.
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Peterson, R. L., & Pennington, B. F. (2012). Developmental dyslexia. The Lancet, 379(9830),
1997-2007.
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Serrano, F., & Defior, S. (2008). Dyslexia speed problems in a transparent
orthography. Annals of Dyslexia, 58(1), 81-95.
•
Soriano Ferrer, Manuel (2006) Dificultades en el aprendizaje. Granada.
Grupo Editorial
Universitario
Complementary bibliography
•
Anpe (2004). Dificultades en el aprendizaje: proceso y diagnóstico educativo . Valencia.
ANPE,
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Baumann, J.F. (1990). La comprensión lectora. Madrid. Aprendizaje Visor.
•
Cervera, J.F. e Ygual, A. (2.001). Evaluación e intervención en niños con trastornos
fonológicos y riesgo de dificultad de aprendizaje de la lectura y escritura. Valencia.
Cuadernos de Audición y Lenguaje nº 1, 1-41.
•
Cervera, J.F., Ygual, A. y Soriano, M. (2.000). Una propuesta para la intervención
educativa en la dislexia diseidética. Revista Edetania. Estudios y propuestas de educación,
nº 19, pp.7-20. Febrero.
•
Clemente, M. y Domínguez, A.B. (1999). La enseñanza de la lectura. Enfoque
psicolingúístico y social. Madrid. Pirámide
•
Correig, M y Jiménez. (1989). Papel de la fonología en la preparación de los niños para la
lectura y la escritura. Rev. de Logopedia, Foniatría y Audiología. vol. IX, nº4 (200-207).*
•
Condemarín, Mabel., Chadwic, Mariana.
(2009) Taller de Producción de Textos. Edad/
Nivel: 3er Ciclo Ed. Primaria, ESO y Bachillerato (10-18 años). Madrid Ed: CEPE
•
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Crowder, R. ( 1985). Psicología de la lectura. Madrid. Alianza Psicología.
De Vega, M. y Cuetos, F. (1999). Psicolingüística del español. Madrid. Trotta.
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Defior Citoler, S. (1996). Las dificultades de aprendizaje: un enfoque cognitivo. Málaga.
Aljibe.
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Defior, S. ( 1993 ). Las dificultades de lectura: papel que juegan las deficiencias del
lenguaje. Comunicación, Lenguaje y Educación, 17, 3-13.*
•
Ferreiro, E y Teberosky, A. (1993). Los sistemas de escritura en el desarrollo del niño.
Siglo veintiuno editores S. A.
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Jiménez , Virginia., Puent e, Aníbal (2012 )Silvia explora estrategias cognitivas. Madrid: Ed CEPE .
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Jiménez , Virginia., Puent e, Aníbal (2012 El viaje de Silvia: nuevo diario de experimentación en el
aula. libro del profesor. Madrid: Ed CEPE .
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Junqué, C., Bruna, O. y Mataró, M. (2003). Neuropsicología del lenguaje. Funcionamiento
normal y patológico. Rehabilitación. Barcelona. Masson.
• Mayor, J.. Suengas, A.. González, J.(1999) .Estrategias metacognitivas. Aprender a aprender
y aprender a pensar. Madrid :Editorial Síntesis
• Monfort, M. y Juárez, A. (2004). Leer para hablar. La adquisición del lenguaje escrito en
niños con alteraciones del desarrollo y/o del lenguaje. Madrid. Entha.
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Orrantia Rodriguez, J. y Sánchez Miguel, E. (1994): Evaluación del lenguaje escrito. En
VERDUGO ALONSO, MIGUEL A.(1994). Evaluación curricular. Siglo Veintiuno.*
•
Peterson, R. L., Pennington, B. F., & Olson, R. K. (2013). Subtypes of developmental dyslexia:
testing the predictions of the dual-route and connectionist frameworks. Cognition, 126(1),
20-38.
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Rivas Torres, R. y Fernández Fernández ( 1994 ) Dislexia, disortografía y dísgrafia. Madrid.
Pirámide S.A.
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Romero, Juan Francisco. González, María José (2001) Prácticas de comprensión lectora:
estrategias para el aprendizaje. Madrid. Alianza
•
Rueda, Sánchez y González. (1990). El análisis de la palabra como instrumento para la
rehabilitación de la dislexia. Infancia y Aprendizaje. 49, 39-52.*
•
Sánchez Miguel, E. (1993). Los textos expositivos. Madrid. Santillana.
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•
Sánchez Miguel, E. (1998). Comprensión y redacción de textos. Barcelona. Edebé.
•
Troncoso M.V. y del Cerro, M.M. (1998) Síndrome de Down: lectura y escritura.
Barcelona. Masson.
• Varios (2006) Comprensión lectora: El uso de la lengua como procedimiento. Barcelona.
Graó
• Vidal-Abarca, E. y Gilabert, R. (1991). Comprender para aprender. Madrid. CEPE.
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Vieiro, P. y Gómez Veiga, I. (2004) Psicología de la lectura. Madrid. Pearson Prentice
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Ygual, A. y Cervera, J.F. (2.001). Valoración del riesgo de dificultades de aprendizaje de
la lectura en niños con trastornos del lenguaje. Rev. Neurol Clin. marzo 2001. Vol.2 (1)
95-106.
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Ygual, A. y Cervera, J.F. (coord.) (1997). Monográfico Metafonología y dificultades de
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escritores. Manual. CEPE
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TEST
•
Cervera, M y Toro, Josep (2004) Test de análisis de lectoescritura. T.A.L.E. Madrid.
.
Antonio Machado Libros S.A
•
Cervera, M i Toro, J (2005) Test de análisis de lectura i escriptura en català Madrid,
Antonio Machado Libros S.A
•
Ramos Sánchez, José Luis ; Cuadrado Gordillo, Isabel. (2006) PECO: Prueba para la
Evaluación del Conocimiento Fonológico . Madrid: EOS
•
Cuetos, F (1999) PROLEC-SE. Evaluación de los procesos lectores. Madrid. TEA
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Cuetos, F. ( 2007) PROLEC-R: Batería de evaluación de los procesos lectores, revisada.
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Universidad Católica de Valencia “San Vicente Mártir”
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•
Fawcett; Nicolson, (2010) DST-J. Test para la detección de la dislexia en niños. TEA
•
Ramos Sánchez, José Luis; Ruano, E. (2004) PROESC, Batería de evaluación de los
procesos de escritura. Madrid. TEA
.
TEMPORAL ORGANIZATION OF LEARNING:
CONTENT/TEACHING UNIT
OF MEETINGS
1
Didactic Unit I: Introduction: Learning disabilities
3
2
Didactic Unit II:: Reading learning disabilities.
7
3
Didactic Unit III:: Writing learning disabilities.
6
4
Didactic Unit IV: Reading comprehension
expression disabilities
5
Didactic Unit V: Learning disabilities in mathematics
3
6
Didactic Unit VI: Child with emotional characteristics learning
disabilities
2
Universidad Católica de Valencia “San Vicente Mártir”
and writing
5