Master's Degree in Specific Educational Support Needs
Universidade de Vigo
EUR 739 *
Earliest start date
* EU: €591.00 - Non-EU: €738.75
The full conception of the ideal of current education implies the need to attend to and educate in diversity, contributing equitably to the development of all students, including those with some type of disability and 30% of students with a learning problem. . For this reason, the main requirement of this master's degree is to offer education professionals sufficient and specialized training to ensure an inclusive school that develops equity and, with it, greater social cohesion at a time when Education specialties are disappearing. Special and Hearing and Language Master's degrees.
This is, therefore, a professionalizing Master's Degree that will mean a path of specialization for different graduates (teachers, pedagogues, psychologists, educational psychologists, etc.) who intend to dedicate themselves to the broad field of Attention to Educational Needs, allowing them to broaden and deepen their knowledge, strategies , procedures and attitudes for Special Education. It will try to respond both to the demand for initial training of new graduates in Primary or Early Childhood Education, as well as to the ongoing training needs of current teaching and school guidance professionals in practice.
The contents of the training are within the framework of specialization of the European titles (Didactics, School Organization, Theory of special education) while not forgetting basic aspects (Developmental psychology, Conditions and quality of life, Neurology, Psychopathology) …and are completed with a specialization on specific disorders (intellectual, hearing, visual deficiency, learning difficulties, behavior problems, etc.). At the same time, it includes new ways of explaining cognitive weakness, of evaluating it, and of making intervention decisions using the model that underlies the PASS Theory of intelligence; its measurement through the DN: CAS (Cognitive Assessment System) by Naglieri and Das (1997), which operationalizes the measurement of PASS cognitive processes and their neurological correlates based on Luria's work on the functional organization of the brain. This model is being developed in a large number of universities in various countries and supports lines of research with important empirical support such as the Australian University of Newcastle (PASS processes and academic achievement), the University of Utrecht (Usefulness of the PASS in children with ADD/ H) or the Spanish ones: University of Zaragoza (reading processes) or at the University of Girona (emotions and PASS processes, sequential dyslexia).
For access to the Master, the following entry profile is recommended:
- Diploma, Bachelor's Degree, or Graduate Degree in a qualification in the field of education or professional experience in the educational field.
- Previous skills related to the field of knowledge of Psychology and Education.
- Interest in the field of attention to diversity.
- English skills.
- ICT knowledge at user level.
- Provision for teamwork.
- Capacity for social and ethical commitment.
- CB6 Possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context.
- CB7 That students know how to apply the knowledge acquired and their ability to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of study.
- CB8 That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments.
- CB9 That students know how to communicate their conclusions and the ultimate knowledge and reasons that support them to specialized and non-specialized audiences in a clear and unambiguous way.
- CB10 That students possess the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous.
- CG1 Know how to apply the knowledge acquired about the functioning of neuropsychological processes and the organizational response of centers and support services in environments with populations with learning difficulties and developmental disorders, as well as in grassroots sports and physical activity for populations. specials.
- CG2 Synthesize the knowledge acquired about evaluation and intervention, center organizational response and support services and integrate them into the student's learning contexts, grassroots sport, as well as physical activity for special populations, health and quality of life, without discrimination of gender, class, or ethnicity.
- CG3 Design advisory and educational intervention systems taking into account the center's organizational response, methodologies and ICT for school inclusion, as well as adapted sports, physical activity for people with different disabilities, physical exercise, health and quality of life.
- CG4 Generalize knowledge and acquired skills in different contexts and situations, adjusting the relevant skills that make them up. All this with criteria of non-gender discrimination and respect for democratic values.
- CT1 Ability to understand the meaning and application of the gender perspective in different areas of knowledge and in professional practice with the aim of achieving a more just and equal society.
- CT2 Ability to communicate orally and in writing in the Galician language.
- CT3 Sustainability and environmental commitment. Equitable, responsible and efficient use of resources.
- CT4 Propose initiatives, generate new ideas and adapt to diverse situations with flexibility.
- CT5 Capacity for organization, planning and self-assessment.
- CT6 Work in groups and develop attitudes of participation and collaboration.
- CT7 Effectively communicate the knowledge obtained, orally and in writing, both to non-experts and other specialists, using personal resources and relying on information and communication technologies.
- CT8 Recognition of diversity and multiculturalism.
- CT9 Act with coherence, responsibility and rigor, maintaining an ethical commitment.
- CE1 Know how to apply evaluation and intervention systems to determine the special educational needs of students with intellectual, motor and sensory disabilities; of learning difficulties derived from the sociocultural context, of discrimination for reasons of gender, class, and ethnicity and of specific learning difficulties (reading, writing and calculation), delimiting priority areas of action and the support required to promote meaningful and relevant learning .
- CE2 Know how to detect and analyze possible barriers to access to the curriculum, learning and participation of students with special educational needs and learning problems.
- CE3 Know the appropriate systems to intervene in the improvement of the personal competence of students in those areas of their psychological, social, physical activity and sports development that may be related to their special educational needs.
- CE4 Generate skills to learn to design, in collaboration with classroom teachers, individualized work plans for students with specific educational needs integrated into the center's organizational response and support services, using ICT and favored by sports activities adapted and that enhance health activities and quality of life.
- CE5 Learn to collaborate with psycho-pedagogical and family counseling services, promoting the best educational response.
- CE6 Know how to evaluate the implications of the use of different educational responses to the problems derived from attention to diversity.
- OG1: Acquire advanced and multidisciplinary training, aimed at professional specialization in intervention in specific learning difficulties, those due to the socio-cultural context and those derived from developmental disorders.
- OG2: Train for the promotion of the improvement of the educational response in cooperation with other professionals with the aim of improving the quality of life of students while maintaining a clear social and ethical commitment.
- OE1: Know the characteristics of development and learning corresponding to the various educational stages.
- SO2: Know the biological, psychological, pedagogical, social and linguistic foundations of the different specific educational needs.
- SO3: Be able to develop and design different systems for analysis and evaluation of specific educational needs.
- SO4: Synthesize various strategies to adapt teaching to special educational needs.
- SO5: Evaluate the technical resources that contribute to improving learning conditions, quality of life and job placement.
- SO6: Apply school organization techniques to address specific educational needs.
- OE7: Know how to adequately transmit, both in academic contexts and to society as a whole, the findings found, as well as the knowledge, judgments and arguments on which they are based.