Under the evolutionary paradigm structured by Cambrodí, the Psychohabilitatives and Psychopedagogical Programs are a series of proposals to streamline the curriculum to improve care of the diversity of needs presented by students and are aimed at generating activation their cognitive ability in people with difficulties.
For specific centers and specific units of ordinary centers also they raise these psychoeducational proposals articulated in the form of logical evolutionary levels and groupings, aimed at facilitating the design of the response to the educational needs of the student.
For the application of educational psychology programs in the form of levels or groups we recommend based on the evaluation of the competencies of the student with the Dimensional Method or the scales of observation, to determine the cognitive developmental situation in which there is the school.
Psychopedagogical programs are articulated through educational factors and devices. These factors and devices involved in the curriculum fall within the following three blocks: the Content, Mechanisms and Cognitive Activation Processes Cognitive Assertion.
They consist of the set of materials that have to be cognitive acquisition. Nominee include knowledge and relational, both necessary to take the process of acquiring the identity of objects.
A) Nominal knowledge are designative sign and lead to knowledge of the name of each thing, different for each of them as a sign of identification. They are knowledge emanating from the object and the student has to draw from their own suitability.
B) Relational skills are common for all the nominal content and are going to introduce them a large number of “transformations” in their function, their situation, their qualities, etc. Implies that is knowledge that is necessary to insert the referenced object and play a major role in building the limitation because the mentally disabled customary to assume them, not in their relational meaning but as nominal and lacking therefore your relative value.
COGNITIVE ACTIVATION MECHANISMS
Include teaching resources professional will be put into action to optimize learning. Among them stand out in the student’s education with special education needs, the following five:
- A) The vital, social and playful experience of the subject.
- B) Activation of the kinesics mental representation.
- C) Physical (creativity, cause-effect, etc.).
- D) The dialectic through negation and conflict.
- E) The decentering (relative to the other and with respect to objects).
COGNITIVE PROCESSES STATEMENT
Are those processes that ensure and affirm the acquisition of knowledge of all kinds. Representative combinations are logical-called Core-Logic Base Representative Organization and Organization.
A) Core-Logic Base Organization:
- Merge operations.
- Relationship and interaction operations.
- Exchange operations and denial.
- Sorting operations.
- Operations cause and effect.
- Processes leading to qualitative identity.
B) Core-Based Organization Representative:
- The kinesics mental representation.
- Imitation processes in all varieties.
- Identification and expression of graphic images.
- Mental representation of the conservation of the quality of objects.
Different factors and devices are organized according to the relevant criteria, in individual and group schedules. This allows continuous assessment of the progress of students, preparation of reports, coordination with other professionals, etc.