Estudio Propio: MÁSTER EN SPECIAL EDUCATION IN A BILINGUAL CONTEXT

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1 Propio: MÁSTER EN SPECIAL EDUCATION IN A BILINGUAL CONTEXT Código Plan de s: EN34 Año Académico: ESTRUCTURA GENERAL DEL PLAN DE ESTUDIOS: CURSO Obligatorios Optativos Prácticas Externas Memoria/ Proyecto Créditos Nº Nº Créditos Créditos Créditos Créditos Asignaturas Asignaturas 1º º 3º ECTS TOTALES PROGRAMA TEMÁTICO: Código Asignatura Curso ASIGNATURAS LIGATORIAS Denominación STUDENTS WITH DISABILITIES IN FAMILIES, SCHOOLS AND COMMUNITIES INTRODUCTION TO SPECIAL EDUCATIONAL NEEDS AND DISABILITIES Carácter /OP Créditos INSTRUCTIONAL STRATEGIES IN SPECIAL EDUCATION DESIGNING APPROPRIATE CURRICULUM AND MATERIALS FOR SPECIAL EDUCATION TEACHING ENGLISH TO CHILDREN WITH SPECIAL NEEDS IN A BILINGUAL SETTING POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS SPECIAL EDUCATION AND NEW TECHNOLOGIES TRENDS AND THE FUTURE OF SPECIAL EDUCATION 3 Código Asignatura Curso ASIGNATURAS OPTATIVAS (Se deberá elegir 1 asignatura) Denominación Carácter /OP Créditos LIFE EXPERIENCE PORTFOLIO OP 26 PRÁCTICAS EXTERNAS PRÁCTICAS ONLINE PRÁCTICAS OP 26 Código Asignatura Curso MEMORIA /PROYECTO Denominación Carácter /OP MEMORIA 6 Carácter: - Obligatoria; OP Optativa Créditos s Propios 1

2 STUDENTS WITH DISABILITIES IN FAMILIES, SCHOOLS AND COMMUNITIES X Semipresencial Sarah Mackin Examination of historical, social, and legal foundations of education in general, and more specifically, of special education. Issues, trends, and legislation affecting the provision of services in school, home, and employment, with a focus on inclusion of individuals with disabilities in school and community setting. Asistencia a clase: 20% Participación active y clases presenciales: 20% Trabajo online: 20% Trabajo final en grupo: 20% Trabajo final individual: 20% s Propios 2

3 INTRODUCTION TO SPECIAL EDUCATIONAL NEEDS AND DISABILITIES X Semipresencial Carmen Santamaría This course helps to generate a definition of "disability." It explores the different nature of common special educational needs both in and out of the school setting. Mental retardation, autism and Asperger s syndrome, ADHD, social, emotional and behavioral difficulties, gifted and talented learners as well as any other conditions will be explored. The course also provides knowledge about the complex processes involved in the inclusion of children with special educational needs in mainstream classrooms and schools. Asistencia y participación obligatoria: 20 puntos Proyecto en grupo: 35 puntos Sesiones online: 45 puntos s Propios 3

4 INSTRUCTIONAL STRATEGIES IN SPECIAL EDUCATION X Semipresencial Pedro Salido This course focuses on providing the learner with knowledge and skills in assessing, planning, organizing, implementing, and evaluating instruction of students with Special Educational Needs (SEN) and disabilities. Topics include characteristics of students with special education needs, linking assessment with instruction, validated teaching methods and strategies, accommodations, modifications (Individualized Education Programs), and the use of assistive technology. An emphasis is placed on methodology that is appropriate for inclusive teaching environments. a. ASISTENCIA - 30 PUNTOS b. Participación en clase 10 PUNTOS c. Trabajo online -10 PUNTOS d. TRABAJO #1-10 PUNTOS e. TRABAJO #2-10 PUNTOS f. TRABAJO FINAL #4-30 PUNTOS TOTAL 100 s Propios 4

5 DESIGNING APPROPRIATE CURRICULUM AND MATERIALS FOR SPECIAL EDUCATION X Semipresencial Angela Sauciuc This course provides an overview of a well-planned, modified, and articulated curriculum that can provide students with special needs and disabilities access to the general curriculum, integration and effective instructional support. Students will learn to design and implement special needs resources and tools that help with curriculum design, lesson planning, classroom design, and more. Discusiones en el foro y trabajos para debatir en clase incorporando los conocimientos adquiridos de las lecturas (para entregar a través del sistema BB): 70%. (60% trabajos y 10% foro=70%). -Participación en clase y contribución valiosa: 10% -Presentación propuesta currcicular: 20% s Propios 5

6 TEACHING ENGLISH TO CHILDREN WITH SPECIAL NEEDS IN A BILINGUAL SETTING X Semipresencial Antonio Fernández The goal of this course is teach students about the different levels of the CEFR and how the framework should be adapted to teach English to Students with special needs in a bilingual classroom. Students will learn and practice that this is not a matter to lowering expectations down, but rather to adapt to an adequate framework of reference what students should learn according to their learning style. Students will work specifically with levels A1 and A2 of the CEFR and will explore how to create a similar tool adapted to special needs students. This tool will be a guideline to determine objectives, plan lessons, and evaluate students. 1. Asistencia y participación en los grupos de trabajo, dinámicas de grupo y discusión (50%). 2. Lectura, reflexión y participación en los foros (30%). 3. Memoria (20%). s Propios 6

7 POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS X Semipresencial Marta Walliser This course is designed to explore best practices of effective classroom management and individual behavior intervention strategies. Emphasis will be given to creating proactive learning environments through positive behavioral interventions and support. Discussions of Functional Behavioral Assessments and Behavior Intervention Plans will be included. Asistencia: 20% Participación activa en clases presenciales: 20% Trabajo online: 20% Trabajo final en grupo: 20% Trabajo final individual: 20% s Propios 7

8 SPECIAL EDUCATION AND NEW TECHNOLOGIES X Semipresencial Matthew Johnson Students will learn how new technology can be incorporated in the classroom and how to use and adapt it in all subjects. Also, cultural and linguistic differentiated teaching will be studied and practiced in this course. Presentación final propuesta de mejora del usos de nuevas tecnologías 40% Participación en debate en clase 10% Participación Foro de debate online 1: 15% Participación Foro de debate 2: 15% Elaboración wiki: 20% s Propios 8

9 TRENDS AND THE FUTURE OF SPECIAL EDUCATION X Semipresencial Anne de Leon In this course students will learn about the trends in special education, including the latest theories, techniques, and advances in Special Education. Strategies for students to have an autonomous and successful adult life will be explored. Finally, students will also learn about the curricular opportunities for young adults and the professional future for adults in an inclusive scenario. Proyecto final: 50% -Presentación por grupos en clase 20% - Trabajo escrito por grupos: 10% -Trabajo individual: 20% Sesión online: Foro semana 1: 10%, Foro semana 2: 10%, Foro semana 3: 10% Participación: 20% s Propios 9

10 LIFE EXPERIENCE PORTFOLIO OP 26 X Semipresencial Julio Cañero Español Número de horas presenciales/on-line asistencia profesor 182 Número de horas de trabajo personal del estudiante 468 Total horas 650 I. A DESCRIPTION OF DEGREE PLANS: Write a one page description ( words) explaining your plans in your professional development and indicate how the MA you will obtain at Instituto Franklin-UAH will be integrated into your academic goals. This description is an educational and career goals statement. *An interview will be scheduled before Winter break. *Explain what your long-term career and educational goals are: Explain what you have accomplished in terms of those goals. Explain what you have left to achieve II. DESCRIPTION OF YOUR PAST EXPERIENCE (Extended resume) III. Elaborate a chronological review of activities, responsibilities, and involvements at the school/ institution where you have been collaborating or working. Additional learning: Include lectures, seminars, workshops, training, and courses. Describe their content and amount of time you spent. IV. DESCRIPTION OF THE EXPERIENCE AT THE PUBLIC SCHOOL AS A LANGUAGE ASSISSTANT: A) Elaborate a chronological review of activities, responsibilities, and involvements at the school. B) Additional learning: Include the MA Degree courses description and content Include lectures, seminars, workshops, training, and courses you have obtained during this year. V. LEARNINGS DERIVED FROM ABOVE Students need to include the description of the learning derived from their past experiences and their learning derived from their experience at the school. ( words) VI. LETTER(S) OF TESTIMONY s Propios 10

11 To be obtained from leaders, experts, instructors, employers, etc. stating agreement with your designated learnings by way of documenting involvement. Certificates, awards, diplomas and letters of recognition relative to your life experience area may also be included. Students need to have follow up sessions and meetings regarding their teaching experience. Feedback is provided during the follow up meetings. Submit the extended resume on May 31st, Students are required to describe their professional and academic goals, a time line of events that show what they have accomplished, as well as their competences and documents providing detailed information (Part II) As part of the programs students will participate in the IF English evaluation process with schools of the Comunidad de Madrid. Students will be trained in English evaluation methodology and techniques during the second semester. Bachelor of Professional Studies Credit for Life Experience Portfolio Preparation Guide s Propios 11

12 PRÁCTICAS OP 26 X Semipresencial Julio Cañero Número de horas presenciales/on-line asistencia profesor 182 Número de horas de trabajo personal del estudiante 468 Total horas 650 Los alumnos harán prácticas en colegios de la Comunidad de Madrid que serán evaluadas y supervisadas por un tutor académico y un tutor del colegio. Sesión online: 100 puntos s Propios 12

13 PRÁCTICAS ONLINE 4 x Semipresencial Julio Cañero Número de horas presenciales/on-line asistencia profesor 40 Número de horas de trabajo personal del estudiante 60 Total horas 100 Los alumnos harán prácticas en colegios de la Comunidad de Madrid que serán evaluadas y supervisadas por un tutor académico y un tutor del colegio. Sesión online: 100 puntos s Propios 13

14 MEMORIA 6 x Semipresencial Julio Cañero Número de horas presenciales/on-line asistencia profesor 60 Número de horas de trabajo personal del estudiante 90 Total horas 150 Los estudiantes harán un trabajo fin de máster que puede ser de investigación o la elaboración de un plan de centro en el que se recojan todo el conocimiento adquirido durante el curso y que teóricamente pueda ser utilizado para poner en marcha un colegio. Presentación de un ensayo de investigación sobre el tema discutido de antemano con el profesor. El porcentaje total es 150 s Propios 14