Course guide of Learning Difficulties/Disabilities (2561121)

Educational Psychology and Developmental Psychology courses should be passed first.

• Concept, definition and classification of Learning Disabilities
• The process of teaching/learning based on competencies and its difficulties.
• Social and personal issues linked to LD.
• Development and acquisition of the oral language: evaluation and intervention on oral language disorders.
• Reading literacy and educational intervention on LD on written language.
• Mathematics literacy and educational intervention on LD and math and problem solving.
• LD associated with knowledge of the Environment

General Objective:

• To understand the psycho-pedagogical aspects involved in learning disabilities and its implications for the CLIL classroom.

Specific Objectives:

• To get a first approach to the concept of Learning Disabilities as well as an appropriate knowledge of the causes and factors relating to the etiology and the theories and paradigms of greater relevance nowadays.
• To know the main context related to development and maintenance of Learning Disabilities and the role of family and teachers as factors associated with the origin and resolution of Learning Disabilities.
• To know assessment procedures and Learning Disabilities diagnosis strategies in the different developmental stages.
• To know intervention methodologies about Learning Disabilities included in the course.
• To apply personalized teaching methods in educational context regarding characteristics of children from 6 to 12 years old.
• To design teaching strategies regarding motivational and emotional factors as well as the social and family context.
• To know technological aids in order to improve learning situations.
• To show an attitude of respect and valuation to student diversity.
• To develop reflexive attitudes towards educational research and to discern relevant contributions to their profession.
• To plan educational contributions regarding children’s learning paces in Primary Education in the contents of different curricula.

UNIT 1. THEORETICAL AND CONCEPTUAL BASES OF LD.

1.1. Historical development of LD

1.2. Concept, definition and classification of LD.

1.3. Relation of LD with other areas and disciplines.

UNIT 2. DIFFICULTIES IN ORAL LANGUAGE COMPONENTS

2.1. Concept and characteristics of oral language.

2.2. Evaluation and intervention of oral language difficulties.

UNIT 3. DIFFICULTIES ON READING PROCESSES

3.1. Concept and characteristics of difficulties accessing the lexic.

3.2. Evaluation and intervention of difficulties accessing the lexic.

3.3. Concept and characteristics of difficulties of reading comprehension.

3.4. Evaluation and intervention on reading comprehension difficulties.

UNIT 4. DIFFICULTIES ON WRITING PROCESSES

4.1. Concept and characteristics of difficulties on expression and writing composition.

4.2. Evaluation and intervention on expression and writing composition difficulties

UNIT 5. MATHEMATICS AND SOLVING PROBLEMS DIFFICULTIES

5.1. Concept and characteristics of math and problems solving.

5.2. Evaluation and intervention on math and problems solving difficulties.

UNIT 6. CONSEQUENCES OF LD ON SOCIAL AND PERSONAL DEVELOPMENT

6.1. Affective problems associated with LD.

6.2. Behavioral problems associated with LD.

6.3. Social problems associated with LD.

UNIT 7. FAMILY AND LD

7.1. Parents adaptation

7.2. Advice and Training for parents.

7.3. Activities and services at home.

7.4. Parents-teachers teams.

*In the case of the bilingual group each unit will include adaptations to the CLIL classroom.

• PRACTICE 1. Discovering LD in Primary Education
• PRACTICE 2. Case analysis on oral language difficulty.
• PRACTICE 3. Case analysis on dislexia.
• PRACTICE 4. Case analysis on reading comprehension difficulties
• PRACTICE 5. Case analysis on writing difficulties
• PRACTICE 6. Case analysis on math and problem solving
• PRACTICE 7. Associated factors to LD.

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• Normas APA 7ª Edición: https://normas-apa.org/

• MD01. Aprendizaje cooperativo. Desarrollar aprendizajes activos y significativos de forma cooperativa. 
• MD02. Aprendizaje por proyectos. Realización de proyectos para la resolución de un problema, aplicando habilidades y conocimientos adquiridos. 
• MD03. Estudio de casos. Adquisición de aprendizajes mediante el análisis de casos reales o simulados. 
• MD04. Aprendizaje basado en problemas. Desarrollar aprendizajes activos a través de la resolución de problemas. 

ORDINARY ASSESSMENT

Instruments

EV-I1. Writing exams: essays, short answers, multiple choice, case analysis, problem solving.

EV-I2. Oral exams: presentations (individually or in teams), interview, debates.

EV-I3. Observation scales.

EV-I4. Portfolios, reports, diaries, Learning Guides, recessions.

Criteria:

EV-C1. Domain of the theoretical and practical contents set for the course including a critical analysis.

EV-C2. Performance on the individual and group works in terms of their quality of presentation, writing, ideas, creativity, scientific value, rationale and references.

EV-C3. Implication level, attitude and participation in class, tutorial and group work sessions.

EV-C4. Attendance to seminars, classes, conferences, use of office hours, quality and scientific rigor, clarity and utility of essays and Learning Guides and Recessions.

Percentage over the final score:

The evaluation and scoring system used will be the one established in article 5 of Royal Decree 1125/2003, of September 5, which establishes the European system of credits and the system of Qualifications in university degrees of an official nature and validity throughout the national territory. The overall final score will result from adding the weighted score of the following categories set:

1. Written evaluative test: between 50% and 60%.
2. Individual/group work of the student: between 40% and 50%.
3. Participation and/or attendance to seminars, research projects or other activities: 10%.

The final score that will appear on the official records (i.e., Acta in Spanish) will result from adding the partial scores from each category. The final score will result from calculating the weighted average of categories one and two, as long as they meet two conditions, that is, they reach at least 50% of the score in play on categories one and two and they attend 80% of the planned seminars to cover the practical activities. The option “Not taken” in the official record will be assigned to those students not covering at least 50% of the total credits offered between categories one and two. Those students interested in obtaining up to 10% of the final score (i.e., category 3) through participation in other voluntary activities will have to communicate such intention to the teacher in advance in order to estimate how much that activity is worthy in points.

Those students who do not comply with the regimen of attendance to small groups seminars and/or have not passed the contents evaluated through individual work and group work, may decide to retake the extraordinary exam under the following assessment and scoring conditions:

1. Written/oral exam of the theoretical contents between 50% and 60%
2. Written/oral exam of the applied contents between 40% and 50%

To pass the subject it will be necessary, again, to obtain a minimum score of 50% on each one of the aforementioned categories.

Instruments:

(the same as those specified under the ordinary evaluation)

Criteria:

(the same as those specified under the ordinary evaluation)

Percentage over the final score

Those students who meet the requirements set to access the ordinary exam (at least 80% of attendance to the seminars) will be able to retake the extraordinary exam. In this case students will have to retake the theoretical part and/ors the practicas seminars not initially passed.

Those students who do not meet the minimum attendance required and/or have not passed the contents evaluated through individual and group essays and activities, will be able to retake the extraordinary exam based on the following conditions::

1. Written/oral exam of the theoretical contents between 50% and 60%
2. Written/oral exam of the applied contents between 40% and 50%

In order to pass the subject it will be necessary, again, to get a minimum score of 50% on each one of the two exams mentioned. In case the student does not reach that minimum the final score in the official record will result from adding the scores obtained on each category, being the highest possible score 4.9 points in a 10 points scale, which means fail the course.

Request form and requisites:

To take advantage of the single final evaluation (according to article 8 of the Regulations for Evaluation and Qualification of the students of the University of Granada (NCG71/2), approved in Council of Government on May 20, 2013 and its modification (NGC112/3), approved on October 26 2016, published in BOUGR no. 112, of November 9, 2016), the student, in the two first weeks of teaching the subject, or in the two weeks following its enrollment, if this has occurred after the start of the subject, will request it, through the electronic procedure, to the Director of the Department, alleging and accrediting the reasons that assist him/her for not being able to follow the continuous evaluation system. However, due to unexpected and justified exceptional causes (e.g., work reasons, state of health, disability, mobility programs, representation or any other circumstance analogous), the sole final evaluation may be requested outside the aforementioned periods, under the same administrative procedure.

Instruments:

(the same as those specified under the ordinary evaluation)

Criteria:

(the same as those specified under the ordinary evaluation)

Percentage over the final score:

Those student with a favorable decision by the Director of the Department of Developmental and Educational Psychology will take the exam under the following conditions::

1. Written/oral exam of the theoretical contents between 50% and 60%.
2. Written/oral exam of the applied contents between 40% and 50%

To pass the subject it will be necessary, again, to obtain a minimum score of over 50% in each of the aforementioned categories.

Students are recommended to know the specific orientations of each professor although these may not contravene or restrict the information included on the Teaching Guides.

In those evaluation tests contemplated in this guide that require or foresee the use of audio and/or video during its development, this use will be made in accordance with the guidelines established in the instructions and recommendations for the application of the regulations of data protection, personal or home privacy marked by the Secretary General or competent body of the UGR.

Oral and written linguistic correctness will be an evaluable and influential criterion. A number of misspellings or normative deviations can be a decisive reason for not overcoming matter.

Subjects and activities used to deliver this course contents in another language in the bilingual group (i.e., English) will have to comply with in each category with the requirements specified on the Verifica document.

Incident evaluation

Students who cannot attend the evaluation test, both ordinary and extraordinary, on the date assigned by the Faculty, may request the Director of the Department the evaluation by incidents modality, in the cases established in article 9 of the Regulation of Evaluation and Qualification of the students of the University of Granada(NCG71/2), approved by the Governing Council on May 20, 2013 and the modification of this (NGC112/3), approved by the Governing Council on October 26, 2016. Said assumptions must be adequately accredited at the time of submitting the application to the Directorate of the Department of Evolutionary and Educational Psychology.

In the case of the Melilla Campus, for the evaluation by incidents, the Regulations approved by the Faculty of Education and Humanities of Melilla for this purpose (in http://faedumel.ugr.es/).

Extraordinary evaluation by a Commission:

Those students who wish to be evaluated by an ad hoc commission must request it to the Director of the Department in writing. The request must be submitted with a minimum of fifteen business days before the start date of the final testing period of each semester, renouncing the grades obtained by completing the various tests of continuous assessment. In the case of degree subjects with teaching shared by several Departments, the student will address the request to any of them, and must be resolved by the Director of the Department to which the request is addressed. The evaluation procedure by a commission will only be applicable to the final exams.

Evaluation of students with disabilities or other Specific Educational Needs (SEN)

The teaching methodology and evaluation will be adapted to students with SEN, in accordance with the Article 11 of the Regulation of evaluation and qualifications of the students of the University of Granada, published in the Official Gazette of the University of Granada, no 112, November 9, 2016.