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Methodologies
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| Description |
Those people who, due to their physical, sensory, motor or other characteristics, are unable to follow the course activities under the proposed conditions, will be subject to measures of attention to diversity, as shown below.
In the case of people with functional diversity, they will have to be attended to by taking the necessary measures in each case: from access adaptations, specific measures to facilitate the use of material and didactic resources, flexibility with the times of elaboration of the work, etc., without going as far as to take significant measures of curricular adaptation. These are university level courses (of a non-compulsory nature) leading to a qualification which gives access to a regulated profession with civil and penitentiary responsibilities, and whose work has a profound impact on people's lives. Therefore, the CONTENTS WILL NOT BE SUBSTANTIALLY MODIFIED, but their form of presentation will be adapted to make them accessible to students with some kind of difficulty or limitation.
Those students who go far beyond the objectives set for the subject will be given more autonomy to solve the proposed exercises, in order to stimulate motivation, imagination and creativity, and a greater degree of development in the project will be required of them. They will be encouraged to undertake more ambitious proposals in terms of both conceptual and technical difficulty.
conceptual and technical difficulty.
As for students with difficulties in some aspect of the subject, through individual workshop corrections and tutoring sessions, an attempt will be made to diagnose whether it is a conceptual deficiency (they do not understand the logic underpinning the practice), a procedural deficiency (they understand the concepts but are not able to apply them properly, with which repetition can be beneficial) or an attitudinal deficiency (they understand the concept, are able to apply it, but do not understand the importance of doing so). If the difficulty is conceptual, another way of presenting the content with concrete examples or different metaphors will be sought; if it is procedural, more practice will be recommended; and if the difficulty is attitudinal, they will be warned of the consequences of ignoring the importance of applying the concept, both the hypothetical transcendence in the professional world and the real repercussions on their final qualification.
In any case, special attention will be paid to the valuation of attitudes such as effort and the desire to improve, and to positive evolution throughout the course, regardless of the starting level. |
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Subjects