8. - Analitzar críticament les pròpies actuacions i intervencions i les dels altres professionals 14. Adaptar-se a situacions noves en contexts d'aprenentatge i professionals. 15. - Afrontar les situacions professionals de forma creativa 23. - Dissenyar programes i estratègies d'intervenció socioeducativa 24. - Aplicar programes i estratègies d'intervenció socioeducativa 25. -Avaluar programes i estratègies d'intervenció socioeducativa en els diferents àmbits de treball 27. -Documentar-se i buscar informació que permeti actualitzar i aprofundir en coneixements relacionats amb el treball educatiu
1. 1. Definition of Augmentative and Alternative Communication systems (AAC). 2. When can we use AAC? 3. Classification of AAC. 4. The continuum of functional communication. 5. Symbols vs. Photos. The use of Symbols. 6. Introduction to the use of PECS (Picture Exchange Communication System). 7. 9 Critical Communication Skills: the use of visual schedules, work systems and other picture-based strategies. 8. Sign language in our country and abroad. 9. Specialised hardware and software to facilitate communication. 10. Alternative AAC for people with learning difficulties or communication difficulties.
Tipus d’activitat Hores amb professor Hores sense professor Total Elaboració individual de treballs 11,00 27,00 38,00 Pràctiques en empreses / institucions 6,00 3,00 9,00 Sessió pràctica 28,00 0 28,00 Total 45,00 30,00 75
Belinchón (2000). Lenguaje y autismo. Revista de Educación. Catàleg Bondy and Frost (2001). A Picture's worth.. Woodbine House. Catàleg Cumine et al. (2000). Autism in the early years. A practical guide. Fulton publishers. Catàleg Fuentes-Biggi, J. et al. (2006). Guía de buena práctica para el tratamiento de los trastornos del espectro autist. Revista de Neurología, (43). Hannah, L. (2001). Teaching young children with autistic spectrum disorders to learn. NAS. Catàleg Jordan, R. (2001). Autism with severe learning difficulties. Souvenir Press. Catàleg Mesibov, G. and Howley, M. (2003). Accessing the curriculum for Pupils with Autistic Spectrum Disorders: Using the . David Fulton Publishers. Catàleg Wing, L. (1996). The autistic Spectrum. Constable. Catàleg
Activitats d'avaluació: Descripció de l'activitat Avaluació de l'activitat % Students will be asked to write an essay chosen from the different topics within the content of this subject. The lecturer will provide the students with a guide and reading papers in order to improve their knowledge of the subject. The evaluation of the essay will be based on writing style, research, references and use of the written text. 40 Students will have the opportunity of working for a day in a private centre for people with learning and communication difficulties. Attendance to this experience and collecting data for the presentation. 10 A group activity where students will work with their peers in a particular case. They will find strategies and resources to improve the learning and communication skills of their students/users. Students will work with the support of the lecturer in order to help a real user. Within the structure of the group students will present a case to their peers. 10 Attendance to the lectures. Most lectures will have a high practical component talking from real cases and using real objects/materials so the students will have a good knowledge of resources used currently in real settings. 40
Evaluation of this subject will be based on different aspects: Attendance to the lectures Participation in discussions Individual and group activities Work experience LECTURES AND EVALUATION will be 100% in ENGLISH (Les classes i l'Avaluació serà 100% en anglès) Students need a 5 in all these areas in order to pass the evaluation.