PEDAGOGY AND SPECIAL TEACHING, TEACHING TECHNOLOGIES WITH LABORATORY 2

Module PEDAGOGY AND SPECIAL TEACHING LABORATORY, EDUCATIONAL TECHNOLOGIES

The workshop aims to develop in students the methodological and teaching skills required to design an Individualised Education Plan (IEP) for nursery and primary schools. Through the analysis of national IEP models, educational contexts and case studies, the workshop will explore in depth the processes of observing pupils and their environment, identifying barriers and facilitators, defining educational and teaching objectives, planning interventions and assessing outcomes. Particular attention will be paid to shared educational responsibility within the GLO, and to the link between the IEP and the planning of the class or year group.

Basic knowledge of general teaching, pedagogy and special educational needs, educational and teaching planning, and learning technologies.

1.      The PEI as a pedagogical and planning tool for inclusion.

2.      The GLO as a forum for discussion, co-planning and shared educational responsibility.

3.      Initial observation and the identification of strengths, needs, barriers and facilitators.

4.      The four dimensions of the PEI:

·         relationships, interaction and socialisation;

·         communication and language;

·         autonomy and orientation;

·         cognitive, neuropsychological and learning dimensions.

5.      The formulation of educational and teaching objectives.

6.      The relationship between objectives, interventions, methodologies, tools and assessment criteria.

7.      The design of an inclusive environment and the link between the PEI and classroom planning.

8.      Accessibility, personalisation, participation and assessment.

9.      Case studies and collaborative planning of the sections of the PEI.

Students will be assessed on the basis of their participation in workshop activities, the analysis of a case study and the presentation of a project report produced in small groups. The report must document the process followed to identify barriers and facilitators, formulate objectives, design educational and teaching interventions, and define assessment methods and criteria consistent with the Individualised Education Plan (PEI).

Assessment criteria:

The assessment of the work will take into account the extent to which the expected learning outcomes have been achieved, in accordance with the following Dublin Descriptors:

a) Knowledge and understanding

The student must demonstrate knowledge and understanding of the structure and functions of the Individualised Education Plan (IEP), the role of the GLO, the components of the IEP, and the concepts of barriers and facilitators. The assessment will evaluate the accuracy of knowledge, mastery of subject-specific terminology, and the ability to grasp the relationships between observation, planning, intervention and assessment.

b) Application of knowledge and understanding (applying knowledge and understanding)

The student must be able to apply the knowledge acquired to the analysis of educational situations and case studies, identifying strengths, needs, barriers and facilitators, and formulating coherent educational and teaching objectives. The student’s ability to link these objectives to interventions, methodologies, tools, technologies and assessment criteria will be assessed, taking into account pupil participation and the design of the class or group.

c) Ability to draw conclusions (making judgements)

The student must demonstrate the ability to critically interpret the available information, distinguishing the elements relevant to the design of the Individual Education Plan (IEP) and justifying the proposed educational and teaching choices. The ability to formulate pedagogically sound assessments, to compare possible solutions and to recognise the limitations, implications and conditions of applicability of the planned interventions will be assessed.

d) Communication skills

Students must present the content and design choices in a clear, coherent and well-reasoned manner, using the terminology of pedagogy and special education correctly. The following will be assessed: the logical organisation of the presentation, terminological accuracy, the ability to document and justify proposals and, in group activities, the ability to communicate and engage in discussion from a perspective of collaboration and shared educational responsibility.

e) Learning skills

Students must demonstrate that they can independently process the knowledge they have acquired, make connections between the various topics covered in the workshop, and use relevant regulatory, scientific and professional sources to deepen and update their knowledge. They will also be assessed on their ability to reflect on the learning process, to accept and utilise feedback, and to apply knowledge and project strategies to new educational situations.

·         To explain the PEI as a tool for inclusive educational and teaching planning.

·         Describe the role of the GLO in the planning, monitoring and review of the PEI.

·         Explain the meaning of barriers and facilitators and demonstrate their use through an example.

·         Analyse an educational situation and formulate an objective consistent with one of the four dimensions of the PEI.

·         Establish the relationship between observed need, objective, intervention, strategy and assessment criteria.

·         Illustrate the link between individualised planning and class-level planning.

·         Suggest the use of educational or assistive technology in relation to a specific objective of the PEI.

·         Identify, within a case study, a contextual barrier and propose an intervention to address it.

·         Describe the role of the family and other key figures in the collaborative development of the PEI.