Estudia

• CG3 Vetllar pel respecte i la promoció dels Drets Humans, per la igualtat entre homes i dones, per la no discriminació i l'accessibilitat de les persones amb discapacitat, per la inclusió de les persones que viuen en situació de pobresa o marginació, i per la justícia i la cooperació entre persones i pobles
• CG7 Aplicar els coneixements pedagògics de forma professional, mitjançant l'elaboració i defensa d'arguments i la resolució de problemes
• CG10 Tenir habilitats d'aprenentatge autònom per poder seguir formant-se al llarg de la vida
• CG13 Desenvolupar la iniciativa personal, la capacitat crítica, la capacitat de lideratge, la comunicació assertiva i la creativitat
• CE6 Dissenyar, desenvolupar, implementar i avaluar programes de desenvolupament personal, social i cultural de caràcter educatiu i formatiu
• CE7 Dissenyar, desenvolupar i avaluar propostes d'organització i gestió de centres, institucions i serveis educatius
• CE11 Dissenyar i aplicar mètodes i estratègies didàctiques en diversos contextos educatius i formatius
• CE13 Aplicar tècniques i estratègies de direcció, assessorament, consulta i mediació educativa en àmbits professionals i institucions i serveis educatius
• CE14 Aplicar tècniques i estratègies afavoridores de les relacions interpersonals i la dinamització de grups

1. UNIT 1. LEARNING DIFFICULTIES: INTRODUCTION

          1.1. Term clarifications

          1.2. Specific learning difficulties

2. UNIT 2. SPECIFIC LEARNING DIFFICULTIES: CONCEPT, CHARACTERISTICS AND EDUCATIONAL INTERVENTION

          2.1. Dyslexia

          2.2. Dysgraphia

          2.3. Dyscalculia

          2.4. Dyspraxia

          2.5. Dysphasia or Specific Language Disorder (SLD)

          2.6. Attention Deficit Disorder (ADD) & Attention Deficit Hyperactive Disorder (ADHD)

3. UNIT 3. DESIGN, DEVELOPMENT, AND EVALUATION OF EDUCATIONAL PROGRAMMES FOR STUDENTS WITH LEARNING DIFFICULTIES

          3.1. Design and development of educational programmes for students with learning difficulties

          3.2. Evaluation of educational programmes for students with learning difficulties

• Camas, R. A. F.; Leon-Rojas, J. E. (2023). Specific Language Impairment and Executive Functions in School-Age Children: A S. Cureus, 15(8), . Recuperat , a https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10484522/
• Durston, S., Tottenham, N. T., Thomas, K. M., Davidson, M. C., et al. (2003). Differential patterns of striatal activation in young children with... ADHD. Biological psychiatry, 53(10), 871-878,, Catàleg
• Shaywitz, Sally E. Morris, Robin ShaywitZ, Bennett A. (2008). The education of dyslexic children from childhood to young adulthood. Annual Review of Psychology, 59(), 451-475 Catàleg
• Simms, V., Gilmore, C., Cragg, L., Clayton, S., Marlow, N., & Johnson, S. (2015). Nature and origins of mathematics difficulties in very preterm children.. Pediatric research, 77(2), 389.,,
• Grant, D. (2017). That's the Way I Think: Dyslexia, dyspraxia, ADHD and dyscalculia explained. Routledge.
• Peterson, R. L., McGrath, L. M., Willcutt, E. G., Keenan, J. M., Olson, R. K., & Pennington, B. F. (2021). How specific are learning disabilities?. Journal of Learning Disabilities, 54(6), . Recuperat , a https://doi.org/10.1177/0022219420982
• Organisation for Economic Co-operation and Development. (2005). Students with disabilities, learning difficulties and disadvantages : statistics and indicators. Paris: Organisation for Economic Co-operation and Development Catàleg

Activitats d'avaluació:

In each evaluation activity that involves submitting a written text, presentation, or video, students must document any use of Artificial Intelligence tools (if applicable). This documentation should include:
– which tools were used,
– the criteria applied to select them,
– the prompts employed,
– and the process followed to review and edit the generated output.

In cases where the teaching staff has doubts about the authorship of any evaluation activity, the student may be required to participate in a face-to-face or online interview (which may be recorded) to verify the knowledge and competencies that demonstrate authorship. If it is not possible to ensure that the student is the author of the work, the task may be considered a case of plagiarism.

Each evaluation activity will be graded on a scale from 0 to 10.

The final grade will be calculated as the weighted average of the four evaluation activities (25%, 25%, 10% and 40%, respectively).

To pass the course, students must obtain a minimum of 5 points in the written exam.
Students who do not meet this requirement will have the opportunity to take a resit exam, in which the maximum achievable grade will be 6 points.

Criteris específics de la nota «No Presentat»:
Students who do not complete either the teamwork or the exam within the expected period will receive a grade of “NP” (Not Presented) as their final mark for the subject.

Avaluació única:
Students opting for this type of assessment will complete two activities:

1. Design and presentation of an educational programme for students with learning difficulties (35% of the final grade).
This task involves collaboratively designing a team-based educational programme and presenting it in class on a scheduled date. The presentation is not subject to rescheduling or recovery.

2. Final exam during the official assessment period (65% of the final grade).
This exam is recoverable.

Requisits mínims per aprovar:
To pass this subject, students must meet all of the following conditions:

1. Achieve a minimum of 5 points in the teamwork activity.

2. Achieve a minimum of 5 points in the final exam.

3. Achieve a minimum of 5 points in the overall final grade (weighted average of all assessment activities).

Students can request tutorials by contacting or emailing the teacher.

Teacher-student communication and interaction will be done via email, virtually or face to face.

For graduates of the UdG:
This subject forms part of the set of activities included to obtain the Recognition of students with International Competence (RECI).
More information: https://www.udg.edu/ca/estudia/Tramits-normatives-i-preus/Normatives/Reconeixement-estudiant-competencia-internacional


Teacher:

Esther Argelagós Castañ
E-mails: esther.argelagos@udg.edu
Office 224 (Facultat d'Educació i Psicologia, UdG)

• Aprenentatge a través de les tecnologies de la informació i la comunicació
• Assessorament pedagògic i consultoria
• Atenció a la diversitat a l'educació secundària
• Avaluació de centres, programes i professionals
• Diagnòstic en educació
• Direcció i gestió de centres i projectes
• Disseny, desenvolupament i innovació del currículum
• Formació i desenvolupament professional
• Intervenció pedagògica i trastorns del desenvolupament
• La intervenció pedagògica: família i entorn social
• L'orientació professional i l'atenció a la diversitat
• Pedagogia i educació infantil
• Processos d'ensenyament i aprenentatge