Course guide of Learning Difficulties/Disabilities (2561121)
Grado (bachelor's degree)
Branch
Module
Subject
Year of study
Semester
ECTS Credits
Course type
Teaching staff
Theory
Practice
Timetable for tutorials
José Luis Arco Tirado
EmailPrerequisites of recommendations
Educational Psychology and Developmental Psychology courses should be passed first.
Brief description of content (According to official validation report)
- 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 and specific competences
General competences
- CG01. Analizar y sintetizar la información
- CG02. Organizar y planificar el trabajo
- CG03. Identificar, formular e investigar problemas
- CG04. Examinar alternativas y tomar decisiones
- CG10. Apreciar la diversidad social y cultural, en el marco del respeto de los Derechos Humanos y la cooperación internacional
- CG11. Fomentar y garantizar los principios de accesibilidad universal, igualdad, no discriminación y los valores democráticos y de la cultura de paz
- CG12. Desempeñar su trabajo con compromiso ético hacia sí mismo y hacia los demás
- CG13. Investigar y seguir aprendiendo con autonomía
- CG14. Innovar con creatividad
- CG15. Trabajar de forma autónoma y liderar equipos
- CG16. Diseñar y gestionar proyectos e iniciativas para llevarlos a cabo
- CG21. Comprender la complejidad de los procesos educativos en general y de los procesos de enseñanza-aprendizaje en particular
- CG23. Conocer los fundamentos psicológicos, pedagógicos y sociales de los procesos de desarrollo y aprendizaje en los diversos contextos educativos
- CG26. Fomentar en el alumnado hábitos lectores y el análisis crítico de textos de los diversos dominios científicos y humanísticos incluidos en el currículo escolar
- CG27. Diseñar y gestionar espacios e intervenciones educativas en contextos de diversidad que atiendan a la igualdad de género, la equidad y el respeto a los derechos humanos como valores de una sociedad plural
- CG29. Adquirir destrezas, estrategias y hábitos de aprendizaje autónomo y cooperativo y promoverlos entre los estudiantes, estimulando el esfuerzo personal y colectivo
- CG32. Colaborar en la detección, diagnóstico y evaluación de las necesidades educativas del alumnado y asumir la programación y puesta en práctica de las medidas de atención a la diversidad que correspondan
- CG36. Conocer las funciones, posibilidades y limitaciones de la educación para afrontar las responsabilidades sociales, promoviendo alternativas que den respuestas a dichas necesidades, en orden a la consecución de un futuro solidario y sostenible
Specific competences
- CE01. Conocer las áreas curriculares de la Educación Primaria, la relación interdisciplinar entre ellas, los criterios de evaluación y el cuerpo de conocimientos didácticos en torno a los procedimientos de enseñanza y aprendizaje respectivos
- CE02. Diseñar, planificar y evaluar procesos de enseñanza y aprendizaje, tanto individualmente como en colaboración con otros docentes y profesionales del centro
- CE03. Abordar con eficacia situaciones de aprendizaje de lenguas en contextos multiculturales y plurilingües. Fomentar la lectura y el comentario crítico de textos de los diversos dominios científicos y culturales contenidos en el currículo escolar
- CE04. Diseñar y regular espacios de aprendizaje en contextos de diversidad y que atiendan a la igualdad de género, a la equidad y al respeto a los derechos humanos que conformen los valores de la formación ciudadana
- CE10. Reflexionar sobre las prácticas de aula para innovar y mejorar la labor docente. Adquirir hábitos y destrezas para el aprendizaje autónomo y cooperativo y promoverlo entre los estudiantes
- CE14. Conocer las características de estos estudiantes, así como las características de sus contextos motivacionales y sociales
- CE16. Identificar dificultades de aprendizaje, informarlas y colaborar en su tratamiento
- CE17. Conocer las propuestas y desarrollos actuales basados en el aprendizaje de competencias
- CE18. Identificar y planificar la resolución la resolución de situaciones educativas que afectan a estudiantes con diferentes capacidades y distintos ritmos de aprendizaje
Objectives (Expressed as expected learning outcomes)
General Objective:
- To understand the psycho-pedagogical aspects involved in teaching and learning of students with learning disabilities and its implications for the CLIL and non-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.
Detailed syllabus
Theory
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
- 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.
Bibliography
Basic reading list
- Aguilera, A. (coord.) (2003). Introducción a las Dificultades de Aprendizaje. Madrid: McGraw-Hill.
- Bermejo, V. (1993). Perspectivas innovadoras en la enseñanza-aprendizaje de las matemáticas. Investigación cognitiva y práctica educativa. En J. Beltrán et al. (coord.): Intervención Psicopedagógica. Madrid: Pirámide.
- Campo, M.E. (1997). Casos prácticos de dificultades de aprendizaje y N.E.E. Madrid: Centro de Estudios Ramón Areces.
- Carrillo, M.S. (1993). Desarrollo de la conciencia fonológico-silábica y adquisición de la lectura. Tesis Doctoral. Universidad de Murcia. España.
- Coyle, D., Hood, P., & Marsh D. (2010). CLIL: Content and Language Integrated Learning. London: Cambridge Press.
- Cuetos, F. (1990). Psicología de la lectura. Madrid: Escuela Española.
- Decorte, E. (1993): La mejora de habilidades de resolución de problemas matemáticos: hacia un modelo de intervención basado en la investigación. En Beltrán, J. et al. (eds): Intervención Psicopedagógica. Madrid: Pirámide.
- Defior, S. (1996). Las dificultades de aprendizaje: Un enfoque cognitivo. Málaga: Aljibe.
- Defior, S., Gutiérrez-Palma, N. y Serrano, F. (en prensa). Dificultades de aprendizaje. Madrid: Síntesis.
- Dowling, E. y Osborne, E. (comps) (1996). Familia y escuela. Una aproximación conjunta y sistémica a los problemas infantiles. Barcelona. Paidós.
- Escoriza Nieto, J. (1997). Las dificultades de aprendizaje: aspectos explicativos. Edición de la Universidad de Barcelona, S. L. Unipersonal.
- García Sánchez J.N. (2001). Dificultades de aprendizaje e intervención psicopedagógica. Barcelona: Ariel.
- Gimeno Collado, A. (1999). La familia: el desafío de la diversidad. Barcelona: Ariel.
- González – Pienda J. y Núñez Pérez, J.C. (1998). Dificultades de aprendizaje escolar. Madrid: Pirámide.
- González Portal, M.D. (2000). Dificultades en el aprendizaje de la lectura: Nuevas aportaciones a su diagnóstico y tratamiento. Morata: Madrid.
- González-Pienda, J.A. y Níñez Pérez, J.C. (1998): Dificultades del aprendizaje escolar. Madrid: Pirámide.
- Huerta, E. y Matamala, A. (1995): Tratamiento y prevención de las dificultades lectoras. Madrid: Visor Distribuciones.
- Jiménez-Fernández, G. y Calet, N. (2019). Dificultades de Aprendizaje en Educación Primaria: una aproximación psicoeducativa. Granada: Avicam.
- Jiménez González, J.E. (1999): Psicología de las dificultades de aprendizaje. Una disciplina científica emergente. Madrid: Síntesis.
- Kñallinsky, E. (1999): La participación educativa: familia y escuela. Servicio de publicaciones y producción documental de la Universidad de las Palmas de Gran Canaria.
- Lasgabaster, D. (2008). Foreign language competence in content and language integrated courses. The Open Applied Linguistics Journal, I, 31-42.
- Lasagabaster, D., & Ruíz de Zarobe, Y. (2010). CLIL in Spain: Implementation, Results and Teacher Training. Newcastle Upon Tyne: Cambridge Scholars Publishing.
- López Sánchez, F. (1999): Problemas afectivos y de conducta en el aula. En Marchesi, Coll y Palacios (comp.): Desarrollo Psicológico y Educación. Trastornos del desarrollo y necesidades educativas especiales. Madrid: Alianza.
- Martínez Recio, A. (2000): Una aproximación epistemológica a la enseñanza y el aprendizaje de la demostración matemática. Servicio de Publicaciones de la Universidad de Córdoba. Córdoba.
- Mateos, R. (2009): Dificultades de Aprendizaje. Psicología Educativa, pp.13-19. Universidad de Madrid. España.
- Mercer, C. (2000): Dificultades de Aprendizaje. (Vol. I y II) CEAC. Barcelona.
- Michelson, L. et al. (1987): Las habilidades sociales en la infancia. Evaluación y tratamiento. Barcelona: Martínez Roca.
- Miranda Casas, A. et al. (2000): Evaluación e Intervención Psicoeducativa en Dificultades de Aprendizaje. Madrid: Pirámide.
- Monjas Casares, M.I. (1994): Evaluación de la competencia social y las habilidades sociales en la edad escolar. En Verdugo, M.A. (dir): Evaluación curricular. Una guía para la intervención psicopedagógica. Madrid: Siglo XXI.
- Musitu, G. y Román, J.M. (1996): Educación familiar y socialización de los hijos. Barcelona: Idea Books.
- Ortiz González, R. (2004): Manual de Dificultades de Aprendizaje. Madrid: Pirámide.
- Pozo Municio, J. I. y otros (1994): La solución de problemas. Aula XXI. Madrid: Santillana.
- Rodrigo, M.J. y Palacios, J. (coords) (1998): Familia y desarrollo humano. Madrid: Alianza.
- Salvador Mata, F. (1997): Dificultades en el aprendizaje de la expresión escrita: una perspectiva didáctica. Málaga: Ediciones Aljibe.
- Santiuste Bermejo, V. y Beltrán Llera, J. A. (1998): Dificultades de Aprendizaje. Madrid: Síntesis.
- Short, D. J. (2006). Language and content learning and teaching. In B. Spolsky (Ed.), Encyclopedia of language and linguistics (2nd ed., Vol. 3, pp. 101–105). Oxford, United Kingdom: Elsevier.
- Soriano Ferrer, M. (2006). Dificultades de aprendizaje. Granada: Grupo Editorial Universitario.
- Tárraga Minguez, R. (2008): Relación entre rendimiento en solución de problemas y factores afectivo-motivacionales en alumnos con y sin dificultades de aprendizaje. Apuntes de Psicología, pp. 143-148. Valencia.
- Vallés Arándiga, A. (1998): Dificultades de aprendizaje e intervención psicopedagógica. Valencia: Editorial Promolibro.
- Wirth García, C. (2002): Dificultades de Aprendizaje: contenidos teóricos y actividades. Edit. Universidad de Barcelona. España.
Complementary reading
- A.P.A. (1995). Manual diagnóstico y estadístico de los trastornos mentales. 4a edición (DSM-IV). Barcelona: Masson.
- Alonso Tapia, J. (1995): Solución de problemas. En Alonso Tapia, J.: Motivación y aprendizaje en el aula. Cómo enseñar a pensar. Madrid: Aula XXI.
- Arranz Feijo, E. (2004): Familia y desarrollo psicológico. Pearson Prentice Hall. Madrid.
- Artigas-Pallarés, J. y Narbona, J. (2011). Trastornos del Neurodesarrollo. Barcelona: Viguera.
- Ashcraft, M. H. (1992): Cognitive arithmetic: a review of data and theory. Special Isuue: Numerical cognition. Cognition, 44, 75-106.
- Ayala, C. I. y otros (1997): Pues...¡claro!. Programa de estrategias de resolución de problemas y refuerzo de las operaciones básicas. Madrid: CEPE.
- Bermejo, V. (1990): El niño y la aritmética. Barcelona: Paidós.
- Carrascosa, M. (1993). Evaluación curricular de las dificultades de aprendizaje. En M.A. Carbonero (Coord.). Dificultades de aprendizaje. Valladolid: ICE.
- Charles, R. Y Lester, F. (1982): Teaching problem solving. What, Why and How. Dale Seymour Publications. Palo Alto.
- Clark, M. D. (1997): Teacher response to learning disability: A test of attributional principles. Journal of Learning Disabilities, 30, 69-79.
- Cuetos, F. et al. (1997): Diferencias individuales en el procesamiento léxico. Estudios de Psicología. 57,15-27.
- Das, J.P. et al. (2009): Comparar la eficacia de dos programas de intervención de lectura para niños con discapacidades lectoras. Educación y Diversidad. Pp. 15-36. Canadá.
- Díaz-Aguado. M.J. (1986): El papel de la interacción entre iguales en la adaptación escolar y el desarrollo social. Madrid. Servicio de publicaciones del MEC.
- Edna Aragón Borja, L. (2005): Intervención con niños disléxicos. Evaluación y tratamiento. México DF: Trillas
- Escoriza Nieto, J. (2009): Naturaleza de las dificultades que se pueden generar en el proceso de comprensión escrito expositivo (primera parte). Revista Galego-Portuguesa de Psicoloxía e Educación. Pp. 225-262. Universidad de Barcelona. España.
- Esposito, G. and Venuti, P. (2009): Early communicative channel and childhood: development and impairment. In Children and Language: development, impairment and Training (ed. M.A. Reed), pp. 121-136. New York: Nova Science Publishers, Inc,
- Fletcher, J.M., Lyon, G., Fuch, L.S., y Barnes, M.A. (2007). Learning Disabilities. From Identification to Intervention. New York: Guilford Press.
- Franca, p. et al. (2009): Construyendo soportes: producción de discursos de profesores e inclusión de niños y adolescentes con deficiencia. Athenea Digital. Revista de pensamiento e investigación social, pp. 21-37. Brasil.
- García Sánchez, J.N. (2008): Cambios en la autoeficiencia en la escritura después de una intervención en estrategias cognitivas en estudiantes con Dificultades de Aprendizaje: el rol mediador del género en la calibración. The Spanish Journal of Psychology, pp. 414-432. Universidad de León. España.
- García Sánchez, J.N. (1998): Manual de dificultades de aprendizaje: lenguaje, lecto-escritura y matemáticas. Madrid: Narcea.
- Gearheart, B. (1993). La enseñanza en niños con dificultades de aprendizaje: un abordaje que combina el proceso individual y las necesidades escolares. Buenos Aires: Panamericana.
- Ginsburg, H. (1997): Children’s arithmetic. The learning process. New York. D Van Nostrand.
- Gómez, B. (1995): Tipología de errores en el cálculo mental. Un estudio en el contexto educativo. Enseñanza de las Ciencias, 13, 313-325.
- Hegarty, S. (2008): Identificación y Evaluación de estudiantes con necesidades educativas especiales en Inglaterra. Revista electrónica Iberoamericana sobre calidad, eficacia y cambio en educación (REICE), pp. 71-81. Monográfico. England.
- Hewett, B. (1992): Doña Loli Investiga: Investigaciones y resolución de problemas para niños de primer ciclo de primaria. Madrid: Akal. (original Ed. Cambridge, University Press, 1989).
- Jiménez, J.E. et al. (2009): ¿Pueden tener dificultades con la ortografía los niños que leen bien?. Revista española de pedagogía, pp.45-60. Universidad de La Laguna. Tenerife. España.
- Lacasa, P. (1997): Familias y escuelas. Caminos de la orientación educativa. Madrid. Visor.
- Miranda Casas, A. et al. (2009): Habilidades matemáticas y funcionamiento ejecutivo de niños con trastornos por déficit. Psicothema, 63-69.
- Miranda, A. y Fortes, M. C. (1989): Aplicación de las técnicas cognitivo- comportamentales a la resolución de problemas en matemáticas. Revista de Psicología de la Educación. 1,(2), 17- 29.
- Navarro, A. et al. (1993): Escala de problemas de conducta (EPC), en F. Silva y M.C. Martorell (dir): EPIJ. Evaluación de la personalidad infantil y juvenil. Vol. I. Madrid. MEPSA.
- Nieto, E. (2015). Dificultades de la implantación del AICLE en las enseñanzas profesionales: Percepciones del profesorado y propuestas de solución [Difficulties in the implementation of CLIL in professional education: Perceptions of teachers and proposals for solutions]. Encuentro, 24, 85-96. Retrieved from
- https://ebuah.uah.es/dspace/bitstream/handle/10017/25341/Nieto_Dificultades_%20Encuentro_2015_N24.pdf?sequence=1&isAllowed=y
- Pérez, M. L. (2012). CLIL research in Europe: past, present, and future. International Journal of Bilingual Education and Bilingualism, 15(3), 315-341. DOI: 10.1080/13670050.2011.630064
- Pérez, M. L. (2016). Are teachers ready for CLIL? Evidence from a European study. European Journal of Teacher Education, 39(2), 202-221. DOI: 10.1080/02619768.2016.1138104
- Pérez, M. L. (2016). Teacher training needs for bilingual education: in-service teacher perceptions. International Journal of Bilingual Education and Bilingualism, 19(3), 266-295. DOI: 10.1080/13670050.2014.980778
- Pavón, V., & Méndez, M. C. (2017). Analysing teachers’ roles regarding cross-curricular coordination in Content and Language Integrated Learning (CLIL). Journal of English Studies, 15, 235-260. Retrieved from http://doi.org/10.18172/jes.3227
- Rock, E. E. et al. (1997): The concomitance of learning disabilities and emotional/behavioral disorder: A conceptual model. Journal of Learning Disabilities, 30, 245- 263.
- Solbes, J. (2009): Dificultades de aprendizaje y cambio conceptual, procedimental y axiológico (II): perspectivas. Revista Eureka sobre enseñanza y divulgación de las ciencias, pp. 190- 212. Universidad de Valencia. España.
- Swanson, H.L., Harris, K.R., y Graham, S. (2005). Handbook of Learning Disabilities. New York: Guilford Press.
- Tjosvold, D. (1998): Cooperative and competitive goal approach to conflict: accomplishments and challenges. Applied psychology: An International Review, 47, 285-342.
- Vaughn, S. et al. (1996): The effects of inclusion on the social functioning of students with learning disabilities. Journal of Learning Disabilities, 29, 598- 608.
Recommended links
- Bases de datos UGR: http://biblioteca.ugr.es/pages/biblioteca_electronica/bases_datos
- Dialnet: http://dialnet.unirioja.es/
- Redalyc: http://redalyc.uaemex.mx/
- Web of Science: http://www.accesowok.fecyt.es/login/
- Scopus: http://www.scopus.com/scopus/search/form.url
- SpringerLink: http://www.springerlink.com/home/main.mpx
- Science Direct: http://www.sciencedirect.com/
- ERIC: http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=basic&Clearme=true
- Google académico: http://scholar.google.es/schhp?hl=es
- Centro de Investigación y Documentación Educativa (CIDE) : http://www.educacion.es/cide/
- Normas APA 7ª Edición: https://normas-apa.org/
Teaching methods
- 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.
Assessment methods (Instruments, criteria and percentages)
Ordinary assessment session
ORDINARY ASSESSMENT
The evaluation of the course will be based on the execution of the in-person learning activities (theoretical and practical) as well as those virtual, establishing a ponderation of the final student score, depending on the teacher criteria. The theoretical contents have to be assessed, the acquisition of general competencies, autonomous work aimed at the syllabus contents, readings and practical and case studies to the acquisition of specific and general competencies.
The evaluation of the subject will be based on the completion of the training activities face-to-face (theoretical and practical) as well as non-face-to-face, establishing a weighting in the student's final grade, based on the teacher's criteria. They must evaluate theoretical content, acquisition of general skills, self-employment directed on the contents of the syllabus, readings and practices/case studies for the acquisition of specific skills and acquisition of general skills.
Ordinary evaluation
Continuous ordinary evaluation:
Continuous assessment systems must be based on the combination of various activities. To ensure that continuous assessment is diversified, none of the tests or activities that constitute the continuous evaluation may suppose by itself more than 70% of the final grade of the subject (Article 7).
Requires minimum attendance of 85% of classes in small groups in which they are held.
Applied activities.
GENERAL CRITERIA
- Demonstration of the domain of the theoretical and applied contents and their critical elaboration.
- Assessment of the essays executed, individually or in group, based on the presentation, written and clarity of the ideas, structure and scientific level, creativity, justification, capacity and richness of the critical analyses and update of the scientific references.
- Implication and attitude of the student reflected on his/her participation in class, debates, and presentations, as well as the elaboration of individual or group essays and the public defense.
- Class attendance, seminars, conferences, tutoring, group sessions, and realization of interdisciplinary practices.
Evaluation criteria of the theoretical contents:
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.
Evaluation criteria of the autonomous work and group sessions:
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.
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.
Percentage over the final score
The rating 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 territory nationally. The overall rating will respond to the weighted score of the different aspects and activities that make up the evaluation system, the following is indicated as a guide weighing:
- Written evaluative test: 50%.
- Individual activities and group work of the student: 50%.
The students who, having fulfilled the attendance regimen required for the evaluation continuous (mandatory minimum attendance at 85% of classes in small groups), have passed the applied contents evaluated through the individual works and works group may be presented in the extraordinary call for theoretical content.
Students who do not comply with the regimen of attendance to classes in small groups and/or have not passed the contents evaluated through individual work and group work, may present themselves to the extraordinary call and must take the tests corresponding to overcome the theoretical and applied contents:
- Written exam of the theoretical contents 50%.
- Learning guide exercises of the applied contents 50%. Written exam in case students fail learning guides exercises.
To pass the subject it will be necessary to obtain a minimum score of 50% in each one of the aforementioned sections. If the minimum passing score of 5 points is not achieved, the final grade recorded will reflect the sum of all grading components up to a maximum of 4.9 points (the course is not passed). This is stated in Article 22.4 of the 'Regulations for the Evaluation and Grading of Students at the University of Granada': 'When the student has completed activities and assessments from the continuous evaluation process outlined in the course syllabus that constitute more than 50% of the total weighting of the final grade, the corresponding grade will be recorded in the official transcript.
Extraordinary assessment session
Those students who meet the attendance required to benefit from the continuous evaluation modality (minimum attendance of 85% of the small group classes), have passed the applied contents throughout individual and group essays and activities will be able to take the extraordinary exam of the theoretical contents.
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 take the extraordinary exam in order to pass both theoretical and practical contents and the exams will consist of:
- Written exam of the theoretical contents 50%.
- Written exam of the applied contents 50%.
To pass the subject it will be necessary to obtain a minimum score of 50% in each one of the aforementioned sections. If the minimum passing score of 5 points is not achieved, the final grade recorded will reflect the sum of all grading components up to a maximum of 4.9 points (the course is not passed). This is stated in Article 22.4 of the 'Regulations for the Evaluation and Grading of Students at the University of Granada': 'When the student has completed activities and assessments from the continuous evaluation process outlined in the course syllabus that constitute more than 50% of the total weighting of the final grade, the corresponding grade will be recorded in the official transcript.
Single final assessment
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 you for not being able to follow the continuous evaluation system. However, due to unexpected and justified exceptional causes (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.
The student who has approved the single final evaluation by the Director of the Department of Evolutionary and Educational Psychology must carry out the following tests to pass the theoretical and applied contents:
- Written exam of the theoretical contents 50%.
- Written exam of the applied contents 50%.
To pass the subject it will be necessary to obtain a minimum score of 50% in each one of the aforementioned sections. If the minimum passing score of 5 points is not achieved, the final grade recorded will reflect the sum of all grading components up to a maximum of 4.9 points (the course is not passed). This is stated in Article 22.4 of the 'Regulations for the Evaluation and Grading of Students at the University of Granada': 'When the student has completed activities and assessments from the continuous evaluation process outlined in the course syllabus that constitute more than 50% of the total weighting of the final grade, the corresponding grade will be recorded in the official transcript.
Additional information
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.
For subjects taught in another language (English) in the bilingual group, they will be held in all the sections of this guide the opportune and necessary adaptations to comply with the requirements and requirements of the bilingual modality recognized in the current Verifica document.
1. 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, 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/).
2. Extraordinary evaluation by Commission:
The student body that wishes to benefit from the evaluation procedure by Court 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 call, 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 court will only be applicable to the final tests.
3. 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.
IMPORTANT NOTE: When using AI tools for the development of the course, students must use them ethically and responsibly. They must follow the recommendations contained in the document "Recommendations for the Use of Artificial Intelligence at the University of Granada," published here: https://ceprud.ugr.es/formacion-tic/inteligencia-artificial/recomendaciones-ia#contenido0
IMPORTANT NOTE. The course incorporates a gender perspective in a cross-cutting manner, promoting equality and equity both in the analysis of content and in the training activities. It encourages critical reflection on how gender inequalities can influence the phenomena studied, ensuring their consideration in thematic development and the assessment of learning.
Información de interés para estudiantado con discapacidad y/o Necesidades Específicas de Apoyo Educativo (NEAE): Gestión de servicios y apoyos (https://ve.ugr.es/servicios/atencion-social/estudiantes-con-discapacidad).