Teaching plan for the course unit (Short version)
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General information

 

Course unit name: Psychological Assessment and Intervention in Formal Education

Course unit code: 569241

Academic year: 2021-2022

Coordinator: Francisco Javier Onrubia Goñi

Department: Department of Cognition, Development and Educational Psychology

Credits: 6

Single program: S

Estimated learning time

Total number of hours 150

 

Face-to-face and/or online activities

60

	-  Lecture	Face-to-face		50
	-  Lecture with practical component	Face-to-face		10

Supervised project

40

Independent learning

50

Learning objectives

Referring to knowledge Describe and discuss how psychoeducational assessment is offered to educators, students, families and institutions from a constructivist learning perspective. Describe the provision of psychoeducational assessment in school settings, understanding that its nature varies according to the social and geographic environments in which it is offered and appreciating its impact on tasks of educational counselling. Identify specific, tried and tested instruments and strategies in psychoeducational assessment that are used to improve the quality of institutions and of teaching and learning processes. Practise and perfect strategies to promote collaborative work between different actors in learning environments and enhance the intellectual integrity, mutual respect and confidentiality that are required to provide psychoeducational assessment. Practise and perfect strategies in research and in oral and written academic and professional communication using a variety of formats and media. Respect human diversity (differences in gender, culture, abilities and resources), recognise social and economic injustice and adopt an attitude of personal and professional commitment to a continuous process of social change.

 

 

Teaching blocks

 

1. Definitions of assessment: an assessment model informed by a constructivist approach to learning

2. Psychoeducational care oriented to improving institutional quality

*  Features of institutional quality. Institutional analysis strategies. Assessment and processes of change to promote inclusive education. Areas of common interest in professional activity across the different parts of a school system.

3. Psychoeducational care oriented to improving the quality of teaching and learning processes and attention to diversity

*  Features of inclusive classrooms. Objectives and content of care and care procedures. Observation and analysis strategies for examining educational practices in the classroom. Building areas of common interest and improvement.

4. Psychological evaluation and assessment in the development of inclusive curricula

*  Objectives of psychological assessment and the instruments and procedures it uses. Creating individualised plans to personalise teaching.

5. Psychological assessment and the community

*  School–community support systems to help learners achieve educational goals. Networking with professionals outside school centres. Psychological assessment and care in family units and communities.

 

 

Reading and study resources

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Book

Badia, A., Mauri, T., & Monereo, C. (Coords.) (2004) La práctica psicopedagógica en educación formal. Editorial UOC.

Booth, T., &  Ainscow, M. (2002). Index for Inclusion. Developing learning and participation in schools. Manchester: CSIE. [Trad. cast.: Guía para la evaluación y mejora de la educación inclusiva]

Bonals, J., & Sánchez-Cano, M. (Coords.) (2007). Manual de asesoramiento psicopedagógico. Ed. Graó.

Erchul, W. P., & Sheridan, S. M. (Eds.) (2014) Handbook of research in school consultation. Ed. Routledge.

Giné, C. (Coord.), (2009) La educación inclusiva. De la exclusión a la plena participación de todo el alumnado. Ed. Horsori.

Huguet, T. (2006). Aprender juntos en el aula. Una propuesta inclusiva.  Ed. Graó.

Lago, J. R., & Onrubia, J. (2008). Assessorament psicopedagògic i millora de la pràctica educativa. Ed. Eumo. [Trad. cast.: Asesoramiento psicopedagógico y mejora de la práctica educativa. Ed. Horsori, 2011]

Martín, E., & Solé, I. (Coords) (2011). Orientación educativa: Modelos y estrategias de intervención. Ed. Graó

Martín, E. & Onrubia, J. (Coords) (2011). Orientación educativa y procesos de innovación y mejora de la enseñanza. Ed. Graó

Monereo, C., & Pozo, J. I. (Coords.) (2005). La práctica del asesoramiento educativo a examen. Ed. Graó.

Monereo, C., & Solé, I. (Coords) (1996) El asesoramiento psicopedagógico: una perspectiva profesional y constructivista. Ed. Alianza.

Sánchez-Cano, M., & Bonals, J. (Coords.) (2005). La evaluación psicopedagógica. Ed. Graó.

Solé, I. (1998). Orientación educativa e intervención psicopedagógica. Ed. Horsori.

Ubieto, J. R. (2009) El trabajo en red. Usos posibles en educación, salud mental y servicios sociales. Ed.  Gedisa.

Ubieto, J. R. (2012). La construcción del caso en el trabajo en red: Teoría y práctica. Editorial UOC.