Squad: Toluca School year: 2021-1

Bachelor's degree: Psychology

Subject: Special Education 1 Key: P14
Teacher: Mtra. Sonia Gonzalez Valerian Cluster: TCLPSMS4-M1

Presentation of the subject

(General explanation of what the subject consists of)

The emergence of Special Education schools is due to the development of the awareness of a specialized and separate
attention from the ordinary educational institution, which has caused international organizations such as the United
Nations Educational, Scientific and Cultural Organization (UNESCO) and the World Health Organization (WHO) to
decree it as a fundamental right comparable to traditional education, establishing its importance and obligation in care in
all pedagogical institutions, based on the idea of inclusive education.
Goals
(Results to be obtained after completing the course)

At the end of the course, students will master the specific theoretical and methodological principles and resources
to intervene in the field of special education based on the study of its conceptualization, national situation and
multidisciplinary approaches to care; they will also carry out practices of detection and diagnosis of learning
problems, in order to determine the appropriate treatment for each particular case.
Thematic units
(Topics and subtopics)
1. SPECIAL EDUCATION 5.2 Sensory-perceptual disorders
1.1 Conceptualization 5.3 Behavioral disorders
1.2 Problems requiring Special Education 5.4 CNS disorders
1.3 Developmental delay and behavioral modification 5.5 Psychopedagogical problems
1.4 Principles of Applied Behavioral Analysis Learning Disabilities
1.5 Programming and behavioral repertoires (Intellectual) Mental retardation
2. SPECIAL EDUCATION IN MEXICO Hearing Impairment (Deafness)
2.1 Regulatory aspects Visual Impairment (Blindness)
2.2 Current trends Motor disability (cerebral palsy)
2.3 Different psychological perspectives in special education Autism
2.4 Models of care for special education services in Mexico Behavioral-emotional problems
2.5 Teaching-learning process and intervention strategies Language problems
2.6 Role of the psychologist Gifted
2.7 The integration of multidisciplinary teams Disabilities related to health
3. MULTIDISCIPLINARY APPROACH TO ADDRESSING Enuresis and encopresis
LEARNING PROBLEMS 6. PROGRAM DEVELOPMENT
3.1 The medical perspective 6.1 Aim
3.2 The psychological perspective 6.2 . Type of patients
3.3 The pedagogical perspective 6.3 Evaluation of the initial, middle and final repertoire
3.4 The sociological perspective 6.4 Basic behavior programming
4. DETECTION AND DIAGNOSIS OF PROBLEMS 6.5 Social behavior programming
LEARNING 6.6 Academic Conduct Programming
4.1 Detection in hehome 6.7 Reinforcers for retarded subjects
4.2 Detection in heclassroom 6.8 Instructions for setting up a token system
4.3 Detection in he doctor's office 7. TREATMENT
4.4 Repertoire assessment inventory 7.1 Intervention program
4.5 Tools psychometric 7.2 Selection of procedures
4.6 Pedagogical diagnosis 7.3 Factors in planning a program
4.7 Medical diagnosis 7.4 Individual methods
4.8 Social diagnosis 7.5 Parent training
4.9 Diagnostic profile 7.6 Teacher training
4.10 Forecast 7.7 Types of therapy
5. MAIN SPECIALTIES IN SPECIAL EDUCATION 8. SCHOOLS FOR PARENTS
5.1 Intellectual disorders 8.1 Theories about parenting schools
8.2 Parents of children with learning disabilities
8.3 Acknowledgements of claims for parents
Work guidelines
(Rules and forms by which the work will be developed)
1 .- Tuition payments are your responsibility, and do not affect recovery time.
2 .- 10 minutes of tolerance to enter the Meet platform and start class.
3 .- Only justifications for absences from public institutions or special cases are accepted.
4 .- Classes are not suspended for any reason.
5 .- Single date for delivery of analysis of the book Aggressive children or assaulted children Françoise Dolto 10-Oct-
2020
6 .- Single date for delivery of the Virtual Parents School Workshop video under the checklist found in Google
Classroom 10-17-2020
7 .- Single date for the delivery of the interview report 10-20-2020

Elements to consider for continuous evaluation:

Participation: To obtain the participation seal during class, the student must justify his/her participation with evidence of
reading texts with photocopies of books and/or articles from scientific journals, indicating the name of the author in the
participation.
Interview: It will be presented under the checklist format found in Google Classroom
Class work: The work will be sealed at the end of class or during class, depending on the group dynamics.
Essay and/or analysis and synthesis: It will be presented under the checklist format found in Google Classroom
Tasks: Evidence of reading texts will be presented with photocopies of books and scientific journal articles underlined,
marked and with footnotes on the copies.

Note: Continuous assessment is stamped in each class, there is no recovery of the assessment if the student missed
class, only in special cases with justification of absences.

Assessment
(Instruments, evidence and weights to measure and assess learning

Type of Evaluation
Evaluation criteria Worth Units to be
assessment date
evaluated
to) Virtual Parenting
40 %
School Workshop
Partial and final

to) Reading texts 10 %

evaluation

b) Classwork and
10 % Oct 24, 2020 1, 2, 3 and 4
participation
d) Book reading 20 %
and) Interview 20 %
Total 100 %
Literature
(Main and complementary sources of knowledge on the different topics, including newspaper and internet
references)
Antequera, M. et. to the. (S. f.) Manual for students with specific educational support needs arising from intellectual
disabilities. Department of Education
Arch, J. L. and Fernandez, A. (2000) Manual of psychological evaluation and intervention in special educational needs.
Spain: McGRAW-HILL
Spanish Committee of Audiophonology (2007). Guide for the comprehensive assessment of children with hearing
disabilities. Spain: Spanish Disability Documentation Centre
Deutsch, D. (2003). Psychopedagogical Bases of Special Education (Fourth Edition). Mexico: Pearson Prentice Hall
Esquivel-Ancona, F; Heredia-Ancona, M. and Gomez-Maqueo, E. (2007). Clinical psychodiagnosis of the child. Mexico:
Modern Manual
Jury, P. (1999). Special Educational Needs and ICT as Teaching Resources. Barcelona
Kazdin, A. (1996). Behavior modification and its practical applications. Mexico: Modern Manual
Prendes, M. and Munuera, F. (1998). Media and Resources in Special Education. Murcia: Murcia: ICE of the University of
Murcia-Diego Marín
Rivers. M. (2003). Manual of Physical Education adapted to students with disabilities. Barcelona Spain: Paidotribo
Salvia, J. (1995). Assessment in Special Education. Mexico: Modern Manual
Sanchez, E. (2001). Principles of special education. CCS Publishing
Sattler, J. (2010). Childhood Assessment: Cognitive Foundations (Fifth Edition) Mexico: Modern Manual
Serra, S. (2008) Speech therapy: basic notions and professional practice (First edition) Argentina: Brujas
Taylor, R., Smiley L. and Richards, S. (2009). Exceptional Students: Teacher Training for the 21st Century.
 SIDAD SYNTHETIC PROGRAM
4).\Behavioral in Schools. Mexico: Limousine
Management
Woolfok, A. (2010). Educational Psychology. Mexico:
Pearson