course guide learning disabilities

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PCA-27-F-01 Ed. 00
COURSE GUIDE
LEARNING DISABILITIES
Degree in Psychology
Facultad de Psicología, Magisterio
y Ciencias de la Educación.
Universidad Católica de Valencia
Year 2016-17
Universidad Católica de Valencia “San Vicente Mártir”
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Course guide Learning Disabilities
COURSE GUIDE TO LEARNING DISABILITIES
ECTS
6
12
30
Subject: LEARNING DISABILITIES
FIELD: PSYCHOLOGY OF THE EDUCATION
MODULE: EVOLUTIVE AND EDUCATIVE PSYCHOLOGY
YEAR: 3ª
Type of learning: Compulsory
Semester: 2º
Department:
Occupation Science, Developmental and
educational psychology
Teacher: Nuria Senent Capuz
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 second half of the third year of the psychology degree.
This subject belongs to the field of Educative Psychology. 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
ECTS
Vital cycle
psychology
12
Educative
12
ECTS
Course/
semester
Developmental psychology I
6
1/1
Developmental psychology II
6
1/2
Educative psychology
6
2/2
Subjects
Universidad Católica de Valencia “San Vicente Mártir”
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PCA-27-F-01 Ed. 00
psychology
Education
6
Learning Disabilities
6
3/2
Theories of the education
6
1/2
COURSE GUIDE TO THE SUBJECT: Learning Disabilities
Prerequisites: None
GENERAL GOALS
α)
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
β) Knowing different methods of evaluation, diagnosis and treatment, applying specifically
different strategies of intervention in learning disabilities.
χ) Knowing the functions, characteristics and limitations of the different theoretical models
of educational psychology
δ) 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
Functional
1
1. Capacity to analyze and synthesize (CT1)
2
X
3.Problem solving (CT7)
Interpersonal
X
X
1
2
5. Capacity to work in team and to collaborate effectively with other X
persons (CT9)
6. Understanding multicultural and diverse environment (CT13)
7. Critical capacity (CT14)
Universidad Católica de Valencia “San Vicente Mártir”
4
X
2.Mastering Spanish oral and written communication (CT3)
4. Decision making (CT8)
3
X
X
3
4
4
Course guide Learning Disabilities
Systemic
1
2
3
8. Capacity to think creatively and to develop new ideas and
concepts.(CT 18)
4
X
Other competences
9. Being able to collect information using different kinds of sources.
(CT32)
10. Being able to collect information from other people. (CT33)
X
X
SPECIFIC COMPETENCES
Disciplinary
1
2
3
4
X
8- To be able to identify differences, problems and necessities ( 42).
9- To be able to diagnose following the own criteria of the profession
(43).
X
10- To be able to elaborate oral and written information (63).
X
11- To know the processes and main stages of the psychological
development throughout the vital cycle in its aspects of normality and
abnormality (67).
Abilities
X
1
LEARNING OUTCOMES
4
X
1
14- To know and to adjust to the deontological obligations of
Psychology (64).
3
X
12- Knowing how to analyze the context where individual conducts,
group and organizational processes are developed (48).
13- Knowing how to describe and measure the interaction processes,
groups dynamic and groupal and intergroupal structures (44).
Professional
2
2
3
4
X
COMPETENCES
R-1 To describe the symptoms and the differentials criteria
1,2,3,4,7,8,9,11,12,13
Universidad Católica de Valencia “San Vicente Mártir”
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PCA-27-F-01 Ed. 00
of learning disabilities in child and juvenile population
R-2 Explaining how to use the main psychometric tests for
the evaluation and development of intervention plans in
learning difficulties
R-3 Using adequate instruments for searching bibliographical
information for the elaboration and development of the
contents proposed in the subject
1,2,3,4,7,8,9,10,13
1,2,3,4,7
R-4 To elaborate guidelines that allow to develop suitable
plans of intervention
1,2,3,4,7,8,9,10,12
R-5 To elaborate academic works and to orally expose their
content both individually and by groups
1,2,3,4,5,6,7,10,14
R-6 To use at a written and oral level a suitable and specific
terminology of the matter object of study-
1,2,3,4,7,10
ON-CAMPUS EDUCATIONAL ACTIVITIES
ACTIVITY
ON-CAMPUS CLASS
Teaching-Learning
Methodology
Teacher presentation of
contents, analysis of
competences, explanation
and in-class display of skills,
abilities and knowledge.
Universidad Católica de Valencia “San Vicente Mártir”
Relationship With
Learning Outcomes
for the subject
ECTS
R-1,R-2,R-3,R-4,R-6
1 ECTS
6
Course guide Learning Disabilities
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
activity.
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
GROUP PRESENTATION
OF PAPERS
Application of
multidisciplinary knowledge
R-1,R-2,R-3,R-4,R-5,R6
0.16 ECTS
OFFICE ASSISTANCE
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.
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
LABORATORY
ASSESSMENT
Set of oral and/or written
tests used in initial,
formative or additive
assessment of the student
0.3 ECTS
(2,4*) 60 Hours
Universidad Católica de Valencia “San Vicente Mártir”
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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
Work done on the university
e-learning platform
( www.plataforma.ucv.es )
2.4 (60
Hours)
(3,6*)
90 hours
SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM
Assessment Tool
LEARNING OUTCOMES ASSESSED
Universidad Católica de Valencia “San Vicente Mártir”
Allocated
Percentage
8
Course guide Learning Disabilities
FINAL TEST WRITTEN OF THE
THEORETICAL CONTENTS OR
FOLLOW-UP TESTS
PRACTICES (Practical activities in
the classroom, exposure and
Workgroups)
R-1,R-2,R-3,R-4,R-5,R-6
60% (4)
R-1,R-2,R-3,R-4,R-5,R-6
40% (4)
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.
The delivery of classroom practices is the 1st call of the practical block. People who do not make the delivery
of classroom activities should make a practical examination on second call. The practical test has a percentage
of 60 %.
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
1,4.5,7,11,14
Universidad Católica de Valencia “San Vicente Mártir”
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PCA-27-F-01 Ed. 00
DIAGNOSTIC CRITERIA
Introduction: Learning disabilities
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
REFERENCES
Basic Bibliography
•
•
•
Cueli, M. F., González-Castro, P., Pérez, C. R., Núñez, J. C., & González-Pienda, J. A. (2015).
Intervención sobre las variables afectivo-motivacionales relacionadas con el aprendizaje en
matemáticas. Educación XX1.
Defior, S; Serrano, F; Gutiérrez , N. (2015).Dificultades específicas de aprendizaje. Madrid :
Síntesis, D.L.
Fernández Baroja , Fernanda, Llopis Paret, A , Pablo Marco , C. (2012) Discalculia escolar.
Universidad Católica de Valencia “San Vicente Mártir”
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Course guide Learning Disabilities
Madrid : CEPE
•
Gispert, Dolors (2010). Alumnado con dificultades en el aprendizaje de la lectura.
Barcelona. Graó
• González García, J. A., Núñez Pérez, J. C., González-Pumariega Solís, S., Álvarez Pérez, L.,
Roces Montero, C., García, M., ... & Valle Arias, A. (2000). Autoconcepto, proceso de
atribución causal y metas académicas en niños con y sin dificultades de aprendizaje.
Psicothema, 12 (4).
•
Jiménez , Juan E. (2012) Dislexia en español : Prevalencia e indicadores cognitivos, culturales, familiares y
biológicos. Girona. Ed. Pirámide
•
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.
•
Miranda, A., Fortes, M.C. y Gil M.D. (1998).
Dificultades en el aprendizaje de las
matemáticas. Málaga. Aljibe.
• Nicasio García, J et al. (2014) Prevención en dificultades del desarrollo y del aprendizaje.
Madrid: Pirámide
•
Peñafiel Puerto, María. (2009) Guía de intervención logopédica en la disgrafía. Serie guías
de intervención. Madrid. SÍNTESIS.
•
Peterson, R. L., & Pennington, B. F. (2012). Developmental dyslexia. The Lancet, 379(9830),
1997-2007.
•
•
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.
Sellars, C. (2011). Risk assessment in people with learning disabilities. John Wiley & Sons.
•
Serrano, F., & Defior, S. (2008). Dyslexia speed problems in a transparent
orthography. Annals of Dyslexia, 58(1), 81-95.
•
Soriano Ferrer, M (2014). Dificultades en el aprendizaje. Madrid: Grupo Editorial
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Universitario
•
Soriano Ferrer, Manuel (2006) Dificultades en el aprendizaje. Granada.
Grupo Editorial
Universitario.
Complementary bibliography
•
Alfaro, Ignacio J., Cortés ,Javier y Secadas ,Francisco (2003) Leer es Fácil. Fundamentos
psicopedagógicos del aprendizaje de la lectura: Ed. CEPE
•
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
•
Anpe (2004). Dificultades en el aprendizaje: proceso y diagnóstico educativo. Valencia.
ANPE,
•
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, V. Á., Pelluch, L. G., Gilabert, R., Maña, A., & Gamez, E. V. A. (2016). ‘Método de
Evaluación
Dinámica
Automatizado’de
Competencias
Lectoras
para
Educación
Secundaria.(EdiLEC). Universitas Psychologica, 15(1).
•
Clemente, M. y Domínguez, A.B. (1999). La enseñanza de la lectura. Enfoque
psicolingúístico y social. Madrid. Pirámide
•
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
•
•
Crowder, R. ( 1985). Psicología de la lectura. Madrid. Alianza Psicología.
De Vega, M. y Cuetos, F. (1999). Psicolingüística del español. Madrid. Trotta.
Universidad Católica de Valencia “San Vicente Mártir”
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Course guide Learning Disabilities
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Defior Citoler, S. (1996). Las dificultades de aprendizaje: un enfoque cognitivo. Málaga.
Aljibe.
•
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.
•
Jiménez , Virginia., Puent e, Aníbal (2012 )Silvia explora estrategias cognitivas. Madrid: Ed CEPE .
•
Jiménez , Virginia., Puent e, Aníbal (2012 El viaje de Silvia: nuevo diario de experimentación en el
aula. libro del profesor. Madrid: Ed CEPE .
•
Junqué, C., Bruna, O. y Mataró, M. (2003). Neuropsicología del lenguaje. Funcionamiento
normal y patológico. Rehabilitación. Barcelona. Masson.
• Machado, D. S. O., & Restrepo, A. S. O. (2016). Consideraciones preliminares acerca del
fracaso escolar como síntoma afectivo en niños, niñas y adolescentes con experiencias de
abandono. Preliminary considerations on school failure and affective symptom children and
adolescents with experience of abandonment. Psicoespacios, 10(16), 239-259.
• 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.
•
Orrantia Rodriguez, J. y Sánchez Miguel, E. (1994): Evaluación del lenguaje escrito. En
Verdugo Alonso, Miguel a.(1994). Evaluación curricular. Siglo Veintiuno.*
• Ramos, L., & Vidal-Abarca, E. (2013). Diferencias entre estudiantes con alta y baja
competencia lectora: un estudio con metodología de pensar en voz alta. Cultura y
Educación, 25(3), 295-308.
• Rodicio, H. G., Miguel, E. S., & Pérez, J. R. G. (2014). Comprensión de textos. Dificultades,
evaluación y ayudas. In Prevención en dificultades del desarrollo y del aprendizaje (pp. 205222). Ediciones Pirámide.
Universidad Católica de Valencia “San Vicente Mártir”
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•
Romero, Juan Francisco. González, María José (2001) Prácticas de comprensión lectora:
estrategias para el aprendizaje. Madrid. Alianza
•
Sánchez Miguel, E. (1993). Los textos expositivos. Madrid. Santillana.
•
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., Gilabert, R., Ferrer, A., Ávila, V., Martínez, T., Mañá, A., ... & Serrano, M.
Á. (2014). TuinLEC, an intelligent tutoring system to improve reading literacy
skills/TuinLEC, un tutor inteligente para mejorar la competencia lectora. Infancia y
Aprendizaje, 37(1), 25-56.
• Vidal-Abarca, E. y Gilabert, R. (1991). Comprender para aprender. Madrid. CEPE.
•
Vieiro, P. y Gómez Veiga, I. (2004) Psicología de la lectura. Madrid. Pearson Prentice Hall.
•
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) 95106.
•
Ygual, A. y Cervera, J.F. (coord.) (1997). Monográfico Metafonología y dificultades de
aprendizaje de la lectura. Edetania, estudios y propuestas de educación. Nº 14.
•
Uceira Rey ,Eva., González , Rosa M y Cuetos ,Fernando. (2012) Los Torres, una familia de
escritores. Manual. CEPE
.
•
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,
Universidad Católica de Valencia “San Vicente Mártir”
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Antonio Machado Libros S.A
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Cuetos, F (1999) PROLEC-SE. Evaluación de los procesos lectores. Madrid. TEA
•
Cuetos, F. ( 2007) PROLEC-R: Batería de evaluación de los procesos lectores, revisada.
Madrid. TEA
•
Cuetos, F., Ramos, J. L., & Ruano, E. (2002). PROESC. Evaluación de los procesos de
escritura. Publicaciones de Psicología Aplicada (Madrid, TEA, Serie Menor nº 290).
•
Galindo, G., & Villa, M. (1996). La figura compleja de Rey: propiedades psicométricas.
Salud Mental, 19(3), 42-48.
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Fawcett; Nicolson, (2010) DST-J. Test para la detección de la dislexia en niños. TEA
•
Harris, D (1991) Test de Goodenough. Paidós.
•
Maganto, M; Garaigordobil (2009) Test de dibujo de dos figuras humanas (T2F). TEA.
Madrid
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Ramos Sánchez, José Luis; Ruano, E. (2004) PROESC, Batería de evaluación de los
procesos de escritura. Madrid. TEA
•
Sánchez, J. L. R. (2006). PECO: Prueba de evaluación del conocimiento fonológico1.
Evaluación y Programas de Intervención Psicopedagógica, 151. Madrid: EOS
•
Wetherby, A. M., Goldstein, H., Cleary, J., Allen, L., & Kublin, K. (2003). Early
identification of children with communication disorders: Concurrent and predictive
validity of the CSBS Developmental Profile. Infants & Young Children, 16(2), 161-174.
.
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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