Learning objectives
KNOWLEDGE AND UNDERSTANDING
- Knowing the main features and profiles of learners with Specific Language Needs.
- Understainding the nature and the manifestations of some developmental disorders affecting communication, language and learning.
- Knowing the theoretical and methodological foundations for inclusive language education, competence based education and universal design for learning
- understand and evaluate the inclusive learning environment
- review the way assistive technology can help learners with SEN
- -metacognitive teaching
-active teaching
-inclusion and peer education
APPLYING KNOWLEDGE AND UNDERSTANDING
- Identifying key personal and contextual factors influencing language education.
-Being able to frame specific educational needs with respect to the disorder (language and non-language) in being
-skills-based instructional design
-teaching evaluation for competencies
-implementation of empowerment pathways
-evaluation of the impact of schooling on life project and extracurricular functioning
COMMUNICATION SKILLS
- Presenting one's personal opinions, ideas and proposals in a comprehensible and effective way.
- Supporting one's opinion on the basis of the course contents.
LEARNING SKILLS
- Observing and analysing data for discovery and learning purposes. - Developing reflection skills.
- Developing assessment and self-assessment skills.
Prerequisites
The course requires some background in the field of Educational Linguistics. In order to fully appreciate the contents of this module, it would be advisable for students to attend the "Language Learning, Teaching and Assessment" module first.
Course unit content
The course consists of three main modules:
-a first theoretical module where the topics of inclusion, specific learning disorders, various developmental language disorders and in general neurodevelopmental disorders that bring school learning difficulties to light will be addressed. Inclusive practices, metacognitive teaching processes, competency-based teaching practices and the universal design for learning framework will also be discussed.
-a second module where group and individual work on competence-based instructional design in relation to special educational needs (SEN), instructional design, inclusion and students' empowerment processes will be addressed, with a deepening with respect to language teaching.
-A third module focused on the practices of evaluation of the educational paths of students with special educational needs, the redesign of objectives, assessment in extracurricular contexts and in the students' life project, including transversal skills. Again through theoretical moments and group or individual workshops.
Full programme
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Bibliography
Both attending and non-attending students are required to study the following materials:
A) The online Learning Units that will be available on the ELLY platform at the beginning of the classes
B) Scientific articles that will be available on the ELLY platform at the beginning of the classes
C) Daloiso M. (2017) "Supporting Learners with Dyslexia in the ELT Classroom", Oxford University Press.
Teaching methods
Students can attend the classes live or watch them recorded. The recording will be available online for 15 days from the day of the recording.
The first part of the module will be based on lectures, during which key- concepts will be presented, and interactive classes, during which students are stimulated to critically apply the key-concepts previously covered.
In the remaining modules, theoretical moments will be interspersed with moments of active work on instructional design and the preparation of evaluation moments and tools, through exercises, discussion moments, presentation of practical cases and implemented teaching devices.
Assessment methods and criteria
For those attending the course, there will be 4 practical tests during the course itself, which will contribute, together with participation and interaction, to 50% of the grade (40+10). At the end of the course, attending students will take a final written test (test).
In contrast, for non-attending students there will be a written test (test) and an in-depth oral examination at the end of the course.
A fail is determined by a substantial lack of an understanding of the
minimum content of the course, th inability to express oneself adequately (orally and/or in writing), by a lack of autonomous preparation, the inability to solve problems related to information retrieval and the decoding of complex texts, as well as an inability to make independent judgments. Moreover, a fail is due to a substantial lack of competence in applying the knowledge acquired.
A pass (18-23/30 is determined by the student’s understanding of the minimum, fundamental contents of the course, an adequate level of autonomous preparation and ability to solve problems related to information retrieval and the decoding of complex texts, as well as an acceptable level of ability in making independent judgments. Moreover, a pass is due to only partial competence in applying the knowledge acquired.
Middle-range scores (24-27/30) are assigned to the student who produces evidence of a more than sufficient level (24-25/30) or good level (2627/30) in the evaluation indicators listed above. Moreover, middle range scores are due to acceptable to good levels of competence in applying the knowledge acquired.
Higher scores (from 28/30 to 30/30 cum laude) are awarded on the basis of the student’s demonstration of a very good or excellent level in the evaluation indicators listed above. Moreover, higher scores are due to very good to excellent levels of competence in applying the knowledge acquired.
Other information
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2030 agenda goals for sustainable development
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