Competencies and objectives
- Course context for academic year 2021-22
- Course content (verified by ANECA in official undergraduate and Master’s degrees)
- Learning outcomes (Training objectives)
- Specific objectives stated by the academic staff for academic year 2021-22
Course context for academic year 2021-22
The subject Attention to Specific Educational Needs in Primary Education belongs to the Basic Training module, within the general training of the Primary Education Degree, assigning it 6 ECTS credits and located in the 2nd course, second four-month period. This subject belongs to the area of Didactics and School Organization and focuses the development of its contents on offering future professionals of this educational stage, a better understanding, in terms of identification, prevention and care and educational support in accordance with the special educational needs of students in centers and classrooms, within the general framework of the school curriculum. This subject contributes, within the Primary Education Degree, to develop the ability to value diversity as a natural fact and to integrate it positively in the classroom and to give an inclusive response to the special educational needs of its students.
This subject is related to other disciplines such as: Management and innovation in educational contexts; Learning difficulties and developmental disorders: evolutionary characteristics; Practicum I; Practicum II; Final Degree Project.
sion)
Course content (verified by ANECA in official undergraduate and Master’s degrees)
General Competences (CG)
- CG2 : Plan, organise and manage processes, information, problem-solving and projects. Possess initiative, entrepreneurial spirit and the ability to generate new ideas and actions.
- CG6 : Value diversity as a matter of fact and integrate it positively.
- CG8 : Understand learning as a global, complex and transcendent fact, control one's own learning and mobilise all kinds of knowledge, adapting to new situations and connecting knowledge as a means of creating new knowledge.
Specific Competences (CE)
- CE1 : Understand the organisation of primary education schools and, where appropriate, adult education centres and training classes, and the diversity of actors and actions involved in their operation. Collaborate with the different sectors of the educational community and the context and work in a team with your co-workers as a precondition for improving one's professional activity, sharing knowledge and valuing experiences.
- CE2 : Understand the characteristics and conditions in which school learning takes place and indentify how this could affect the development of the students and act as a tutor, focusing on the students and parents of your group. All seeking understanding and cooperation with the families, bearing in mind different family contexts and lifestyles.
- CE4 : Motivate and promote the progress of students in school in the framework of comprehensive education and promote their self-learning skills, starting with the targets and content of each educational level, with positive expectations of student progress. All of this while renouncing traditional stereotypes that are external to learning, and developing strategies to avoid discrimination and exclusion.
- CE5 : Identify and support those students who do not achieve their learning potential or have behavioural, emotional or social problems. Also know how to request advice from different services and specialists to attend diverse special education needs.
Learning outcomes (Training objectives)
No data
Specific objectives stated by the academic staff for academic year 2021-22
- To master and learn the specific terminology of the subject, both theoretical and practical.
- Know the contents of the subject, analyzing, interpreting and reflecting on them.
- Be able to apply the current legislation in the field of attention to students with specific needs of educational support in Primary Education.
- Identify at the classroom level the possible learning difficulties and developmental disorders of the student for subsequent referral to specialists in psycho-pedagogical support for the preparation of the psycho-pedagogical report that is required.
- Carry out actions at school and classroom level to prevent future learning difficulties and possible school maladjustment.
- Plan an inclusive educational response and curricular adaptation measures or other measures required by the student according to his/her special educational needs.
;