Course Guide - Universitat de València

Course Guide
33312 Developmental Disorders and Learning
Difficulties
COURSE DATA
Data Subject
Código
Name
Cycle
ECTS Credits
Curso académico
33312
Developmental Disorders and Learning Difficulties
Grade
6.0
2014 - 2015
Study (s)
Degree
Center
1319 - Grado de Psicología
FACULTY OF PSYCHOLOGY
Subject-matter
Degree
1319 - Grado de Psicología
Acad. Period
year
2
Annual
Subject-matter
Character
13 - Development disorders and learning Obligatory
disabilities
Coordination
Name
MARCO TAVERNER, RAFAELA
Department
305 - PSICOLOGÍA EVOLUTIVA Y DE LA
EDUCACIÓN
SUMMARY
The main objective of this course is to train future psychologists in the skills needed to identify, assess
and design an intervention to treat problems that can arise during development and in relation to the
teaching and learning process. The course contents are organized around two main areas:
developmental disorders and learning disabilities. The part of the course dedicated to developmental
disorders covers pervasive developmental disorders, communication and executive function disorders,
sensoriomotor and cognitive disorders. The part dedicated to learning disorders focuses on specific
learning disabilities in reading, writing and mathematics. This course aims to train students in the
development of basic skills needed for a successful professional career both in formal learning contexts
(like school) and informal learning contexts (family environment, associations etc.)
PREVIOUS KNOWLEDGE
33312 Developmental Disorders and Learning Difficulties
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Course Guide
33312 Developmental Disorders and Learning
Difficulties
Relationship to other subjects of the same degree
There are no specified enrollment restrictions with other subjects of the curriculum.
Other requirements
OUTCOMES
1319 - Grado de Psicología
-
LEARNING OUTCOMES
-
Identify, describe and evaluate pervasive developmental disorders and intellectual exceptionality.
-
Identify, describe and evaluate sensory and motor disabilities.
-
Identify, describe and evaluate communications and self-regulation disorders.
- Identify, describe and evaluate learning disabilities in reading access, reading comprehension, writing,
arithmetic and problem solving.
DESCRIPTION OF CONTENTS
1. DEVELOPMENTAL DISORDERS
1. Pervasive developmental disorders
2. Sensorial, motor and cognitive disabilities
3. Communication and self-regulation disorders
2. LEARNING DISABILITIES
4. Reading disabilities: dyslexia, dysorthography and dysgraphia
5. Reading comprehension and writing disabilities
6. Learning disabilities in mathematics (arithmetic and problem solving)
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WORKLOAD
ACTIVITY
Theoretical and practical classes
Attendance at events and external activities
Development of group work
Development of individual work
Study and independent work
Readings supplementary material
Preparation of evaluation activities
Preparing lectures
Resolution of case studies
TOTAL
Hours
60.00
4.00
15.00
15.00
20.00
5.00
10.00
15.00
6.00
150.00
% To be attended
100
0
0
0
0
0
0
0
0
TEACHING METHODOLOGY
With the aim of fostering significant learning of the contents and development of the associated
competences, the course will adopt an active methodology that involves students participation and a
range of activities.
Among the basic instructional techniques, we highlight: (1) Teacher lecturing on theoretical and practical
issues, (2) Class activities involving procedural skills (case studies, class debates and analysis of
papers, (3) Development of projects , writing reports from class activities (both individually and in
groups), and (4) Formative and summative assessment.
EVALUATION
Minimum requirements:
-
A minimum of 5 in the exam (scored 1-10)
-
Portfolio completed and passed
-
At least 70% of in class activities completed and passed
Exams
-
There will be a final exam that will incorporate multiple option questions and/or essay questions.
-
The exam grade will represent 60% of the final grade in the course
Portfolio
-
Portfolio development will represent a 20% of the final grade.
Course activities
Completing class activities as well as attending any additional planned activities will represent 20% of
the final grade.
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REFERENCES
Basic
- GARCIA, J. N. (2008) Dificultades de aprendizaje y trastornos del desarrollo. Madrid: Pirámide.
GRAU, C. y GIL, Mª. D. (Eds.) (2012). Intervención psicoeducativa en necesidades específicas de
apoyo educativo. 2ª ed. Madrid: Pearson.
LATORRE,A. y BISETTO, D. (2009). Trastornos del desarrollo motor: estrategias de intervención y
casos prácticos. Madrid. Pirámide.
LATORRE, A., TERUEL, J. y BISETTO, D. (2010). Trastornos de conducta: estrategias de
intervención y casos prácticos. Valencia. Publicaciones Universitat de València.
LATORRE, A., BISETTO, D. y TERUEL, J. (2010). Trastornos y dificultades del desarrollo:
Evaluación, intervención y casos prácticos. Valencia. Publicaciones Universitat de València.
MIRANDA, A., FORTÉS, M. C., y GIL, M. D. (1998). Las dificultades en el aprendizaje de las
matemáticas: un enfoque evolutivo. Málaga: Aljibe.
MIRANDA, A., VIDAL-ABARCA, E., y SORIANO, M. (2000). Evaluación e intervención
psicoeducativa de estudiantes con dificultades de aprendizaje. Madrid: Pirámide.
SORIANO, M. (2006). Dificultades en el aprendizaje. Granada: Grupo editorial Universitario.
PENNINGTON, B. F. (2009) Diagnosing Learning disorders. A neuropsychological Framework.
Guilford Press. (Bibliography required for the AR group).
Additional
- ALCANTUD, F. (2003). Intervención psicoeducativa en niños con trastornos generalizados del
desarrollo. Madrid: Pirámide
ARDILA, R. (2005). Neuropsicología de los trastornos del aprendizaje. Málaga: Aljibe.
FLETCHER, J. M. y LYON, G. R. (2007). Learning disabilities: from identification to intervention. New
York: Guilford Press. (Bibliography required for the AR group).
GARCIA, J. N. (2007). Dificultades del desarrollo. Evaluación e intervención. Madrid: Pirámide.
GARCIA-SANCHEZ, J. N. (2001). Dificultades de aprendizaje e intervención psicopedagógica.
Barcelona: Ariel.
GRAU, C. (2005). Educación Especial: Orientaciones Prácticas. Málaga. Aljibe.
HERSEN. M (Ed.) (2006) Clinician's Handbook of Child Behavioral Assessment. Elsevier Academic
Press. (Bibliography required for the AR group).
HEWARD, W. (1997). Niños excepcionales. Una introducción a la educación especial. Madrid.
Prentice Hall.
KURTZ, L. A. (2008). Understanding motor skills in children with dyspraxia, ADHD, autism, and other
learning disabilities: a guide to improving coordination. Jessica Kingsley Publishers. (Bibliography
required for the AR group).
LUQUE, D. J. y ROMERO, J. F. (2002). Trastornos del desarrollo y adaptación curricular. Málaga:
Aljibe.
LUQUE, D. J. y ROMERO, J. F. (2002). Trastornos del desarrollo y adaptación curricular. Málaga:
Aljibe.
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- MARTIN, M. (2007). Helping children with nonverbal learning disabilities to flourish: a guide for
parents and professionals. London; Philadelphia: Jessica Kingsley Publishers. (Bibliography required
for the AR group).
ORTIZ, R. (2007). Manual de dificultades de aprendizaje. Madrid: Pirámide.
PEYDRÓ, S., AGUSTÍ, J. y COMPANY, J. (1997). La educación de los alumnos con necesidades
educativas graves y permanentes. Valencia. Generalitat Valenciana. Conselleria de Cultura,
Educació i Ciència.
SEMRUD-CLIKEMAN, M. Y ANNE, P. (2009) Child Neuropsychology : Assessment and Interventions
for Neurodevelopmental Disorders, 2nd Edition. New York: Springer. (Bibliography required for the
AR group).
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