Key Benefits:
Royal Decree 1074/2012, of 13 July, establishes the title of Superior Technician in Social Integration and its minimum teachings, in accordance with Royal Decree 1147/2011 of July 29, for which the ordination is established (a) the general vocational training of the educational system, which defines in Article 9 the structure of vocational training qualifications and courses of specialisation, on the basis of the National Catalogue of Vocational Qualifications, guidelines set by the European Union and other aspects of social interest.
The Organic Law 2/2006 of 3 May of Education provides, in Article 6.4, that the educational administrations will establish the curriculum of the different teachings regulated in this Law, which will form part of the Article 6 (1) of Regulation (EC) No 66/2014 The teaching centres shall develop and complete, where appropriate, the curriculum of the different stages and cycles in use of their autonomy, as set out in Chapter II of Title V of that Law.
The Organic Law of 19 June, of the Qualifications and Vocational Training, establishes, in Article 10.2, that the educational administrations, in the field of their competences, will be able to extend the content of the corresponding vocational training qualifications.
Royal Decree 1074/2012 of 13 July 2012, in its single derogation provision, repeals Royal Decree 1267/1997 of 24 July 1997 establishing the curriculum of the higher education cycle corresponding to the title of the Superior Technician in Social Integration, established under the Organic Law 1/1990, of 3 October, of General Ordination of the Educational System.
In accordance with the above, and once Royal Decree 1074/2012, of July 13, has set the professional profile of the title of Superior Technician in Social Integration, its minimum teachings and those other aspects of the (a) academic management which is the basic aspects of the curriculum which ensures a common training and ensures the validity of diplomas throughout the national territory, it is now appropriate to determine, in the field of management of the Ministry of Education, Culture and Sport, the extension and contextualization of the contents of the professional modules included in the title of Superior Technician in Social Integration, respecting the professional profile of the same.
The needs of an integrated labour market in the European Union require that vocational training courses pay particular attention to the languages of the Member States, incorporating them into their training offer. In this sense, this training cycle incorporates in the curriculum training in the English language, in response to the provisions of Royal Decree 1147/2011, of July 29, which establishes the general management of vocational training.
addition, the curriculum of this training cycle is established from the respect of the pedagogical, organizational and management autonomy of the centers that provide professional training, promoting these the work in the team of the teachers and the development of training, research and innovation plans in their teaching field and actions to promote the continuous improvement of training processes.
On the other hand, vocational training centres will develop the curriculum established in this order, taking into account the characteristics of pupils, with particular attention to the needs of people with disability.
Finally, it should be specified that the curriculum of this formative cycle integrates the scientific, technological and organizational aspects of the teachings established to achieve that the students acquire an overall view of the processes (a) productive profile of the senior technician in Social Integration.
In the process of drafting this order, the State School Board has issued a report.
For all of the above, in its virtue, I have:
CHAPTER I
General provisions
Article 1. Object.
This order aims to determine the curriculum of the higher grade training cycle corresponding to the title of Higher Technician in Social Integration established in Royal Decree 1074/2012, of July 13.
Article 2. Scope.
The curriculum established in this order will be applied in the territorial area of management of the Ministry of Education, Culture and Sport.
CHAPTER II
Curriculum
Article 3. Curriculum.
1. The curriculum for vocational training of the educational system corresponding to the title of Higher Technician in Social Integration, set out in Royal Decree 1074/2012 of 13 July, is determined in the terms set out in this order.
2. The professional profile of the curriculum, which is expressed by the general competence, the professional, personal and social skills and the qualifications and the competence units of the National Catalogue of Professional Qualifications, is the included in the title of Superior Technician in Social Integration referred to in the previous section.
3. The general objectives of the training cycle curriculum, the objectives of the professional modules expressed in terms of learning outcomes and their evaluation criteria are those included in the title of Higher Technician in Integration Social referred to in paragraph 1 of this article.
4. The contents of the professional modules that make up this curriculum, adapted to the socio-economic reality as well as to the perspectives of economic and social development of the environment, are those set out in Annex I of this order.
Article 4. Duration and sequencing of professional modules.
1. The total duration of the lessons for this training cycle, including the vocational training module in the workplace, is 2,000 hours.
2. The professional modules of this training cycle, when offered under face-to-face arrangements, will be organised in two academic courses and will be in line with the weekly hourly sequencing and distribution set out in Annex II of this order.
3. The first academic year will be fully developed in the educational center. In order to be able to pursue the second course, it will be necessary to have completed the professional modules which, as a whole, are at least 80% of the hours of the first course.
4. The right of registration of those who have passed any professional module in another Autonomous Community shall be guaranteed in the terms laid down in Article 48.3 of Royal Decree 1147/2011 of 29 July 2011 establishing the general vocational training of the educational system.
5. In general, during the third quarter of the second year, and once the positive evaluation has been achieved in all the professional modules carried out in the educational centre, the vocational training module will be developed in job.
6. Exceptionally, and in order to facilitate the adaptation of the number of persons registered to the availability of training positions in enterprises, approximately half of the second-year students will be able to develop this vocational training module. Training in workplaces during the second trimester of the second year, provided they have positively overcome all the professional modules of the first academic year.
7. Without prejudice to the foregoing and as a result of the temporality of certain economic activities which may prevent the development of the vocational training module in the workplace from being in conformity with the above assumptions, the latter may be organise in other periods coinciding with the development of the economic activity of the professional profile of the title.
8. In any case, the evaluation of the vocational training module in the workplace will be conditional on the positive evaluation of the rest of the professional modules of the training cycle.
Article 5. Project Professional Module.
1. The project professional module has an interdisciplinary character and incorporates the technological and organizational variables related to the essential aspects of the professional competence of the title of Superior Technician in Social Integration.
2. In general, this module will be taught by the teachers who are tutoring training in job centers.
3. The project professional module will be developed during the last period of the training cycle, combining individual and collective tutoring, so that at least 50% of the total duration will be carried out in an in-person manner and completed with remote tutoring in which information and communication technologies will be used.
4. In any case, and before the start of the vocational training module in the workplace, the teachers responsible must anticipate the teaching and learning activities that will facilitate the development of the professional module of the project.
5. The evaluation of this professional module will be conditional on the positive evaluation of the rest of the professional modules of the training cycle, including the training in job centers.
Article 6. Bilingual teaching.
1. The curriculum of this training cycle incorporates the English language in an integrated way, at least in two professional modules, from among those that make up the whole of the training cycle. These modules will be taught by teachers with teaching assignment in them and, in addition, they will have the language enablement corresponding to level B2 of the Common European Framework of Reference for Languages.
2. In order to ensure that bilingual education is delivered in the two academic courses of the training cycle on an ongoing basis, professional modules of both courses will be chosen.
3. The modules which may be imparted in the English language are those listed in Annex III.
4. As a result of the greater complexity of the transmission and reception of teaching in a language other than the mother tongue, professional modules taught in the English language will increase their time load in three hours a week. for the set of modules that are delivered in the first year and two hours for which they are developed during the second course. In addition, the teachers who provide these professional modules will be assigned, in their individual hours, at least three hours a week for their preparation. These hours will have the same character as the reading hours.
5. Exceptionally, and on a transitional basis until 2020, when teachers with teacher allocation do not have the level of English required in these professional modules, they will share a total of three hours per week for all the teachers. modules to be delivered in the first year and two hours for those who develop during the second course with a teacher or a teacher of the English specialty. In this case, the programming of these modules will include at least one unit of work or didactics which will be developed exclusively in the English language and the other teaching units will incorporate teaching activities exclusively in English at that time allocated.
6. Exceptionally, in the case of students or students with disabilities who may be able to present difficulties in their oral expression (cerebral palsy, deafness, etc.), measures of relaxation and/or alternatives will be established. in the requirement for the provision of modules in the English language, so as to enable all the teaching of professional modules in their mother tongue to be cured.
Article 7. Spaces and equipment.
The spaces and facilities to be assembled by the vocational training centres, in order to enable the development of teaching activities, are those set out in Annex IV of this order and must comply with the Article 11 of Royal Decree 1074/2012, as well as the rules on equal opportunities, design for all and universal accessibility, prevention of occupational risks and safety and health in the workplace.
Article 8. Qualifications and accreditation of teacher requirements.
1. The specialties of teachers with teaching assignment in the professional modules which constitute the teachings established for the title referred to in Article 1 of this order, as well as the equivalent qualifications for the purposes of teaching, are the collections, respectively, in Annexes III.A and III.B to Royal Decree 1074/2012 of 13 July 2012 establishing the title of Senior Technician in Social Integration.
2. In order to ensure compliance with Article 12.6 of Royal Decree 1074/2012 of 13 July 2012 establishing the title of Superior Technician in Social Integration, for the delivery of the professional modules that make up the company, it must prove that all the requirements set out in that Article are met, by providing the following documentation:
(a) Photocopy of the official academic title required, in accordance with the qualifications included in Annex III.C of Royal Decree 1074/2012, of July 13, cited. Where the degree presented is linked to the professional module which is to be provided, it shall be deemed to include in itself the objectives of that module. Otherwise, in addition to the titration, the documents referred to in subparagraph (b) or (c) shall be provided.
(b) In the event that it is necessary to justify that the teachings leading to the titration provided encompass the objectives of the professional modules that are intended to be taught:
● Personal academic certification of studies performed, original or photocopied, issued by an official center, in which the teachings are recorded detailing the subjects.
● Programs of the studies contributed and submitted by the person concerned, original or photocopy of the studies, sealed by the University or the corresponding official or authorized teaching center.
(c) Where it is desired to justify by means of the work experience which, at least for three years, has developed its activity in the sector related to the professional family, its duration shall be credited by the document appropriate supporting officer, which will be added to:
● Certification of the employer or employer in which the activity developed by the person concerned is specifically recorded. This activity must be implicitly related to the learning outcomes of the professional module that is intended to be delivered.
● In the case of those who are self-employed, a statement of the person concerned with the most representative activities related to learning outcomes.
CHAPTER III
Curriculum adaptations
Article 9. Adaptation to the socio-productive environment.
1. The curriculum of the training cycle regulated in this order is established taking into account the socio-economic reality and the geographical, socio-productive and labour characteristics of the environment for the implementation of the title.
2. Vocational training centres shall have the necessary educational, organisational and economic management autonomy for the development of the teaching and their adaptation to the specific characteristics of the socio-economic, cultural and professional.
3. The centres authorised to provide this training cycle will concretize and develop the organizational and curricular measures that are most appropriate to the characteristics of their students and their productive environment, in a flexible way and in the use of their Pedagogical autonomy, in the general framework of the educational project, in the terms established by the Organic Law 2/2006, of Education.
4. The curriculum of the training cycle regulated in this order will be developed in the didactic programs or curricular development, strengthening or creating the culture of prevention of occupational risks in the spaces where the different modules are delivered professionals, as well as promoting a culture of environmental respect, excellence in work, compliance with quality standards, creativity, innovation, gender equality and respect for equal opportunities, design for all and universal accessibility, especially in relation to people with disability.
Article 10. Adaptation to the educational environment.
1. The vocational training centres managed by the Ministry of Education, Culture and Sport will develop the curriculum established in this order, taking into account the characteristics of pupils and the environment, particularly in the light of persons with disabilities, in conditions of accessibility and with the necessary support resources to ensure that this student can cure these teachings under the same conditions as the rest.
2. Also, the lessons of this cycle will be taught with a flexible and open methodology, based on self-learning and adapted to the conditions, abilities and personal needs of the students, in order to allow the reconciliation of the learning with other activities and responsibilities.
CHAPTER IV
Other offerings and mode of these teachings
Article 11. Distance offering.
1. Professional modules offered at a distance, when required by their characteristics, will ensure that students achieve all the objectives expressed in learning outcomes, through face-to-face activities.
2. The Provincial Directorates and the Board of Education shall take the necessary measures and shall give the precise instructions to the centres which are authorized to provide this training cycle under pressure for implementation and operation of the offer from the same distance.
3. Centres authorised to teach vocational training at a distance shall have appropriate curriculum materials which shall be adapted to the provisions of the fourth additional provision of the Organic Law No 2/2006 of 3 May 2006. Education.
Article 12. Combined offering.
In order to respond to personal needs and interests and to provide the possibility to reconcile training with work activity, with other activities or situations, the offer of these teachings for people adults and young people in special circumstances may be combined between face-to-face and distance learning systems at the same time, provided that the same modules are not cured in both modes at the same time.
Article 13. Offer for adults.
1. The professional modules of this training cycle associated with the competence of the National Catalogue of Professional Qualifications may be the subject of a modular offer for adults.
2. This training will be developed with an open and flexible methodology, adapted to the conditions, capabilities and personal needs that enable them to reconcile learning with other activities and responsibilities, in compliance with the Chapter I of Title IV of Royal Decree 1147/2011 of 29 July 2011 establishing the general organisation of vocational training in the education system. In addition, such training shall be capitalizable in order to obtain a professional training certificate, in order to obtain evidence of the established access requirements.
3. In order to reconcile learning with other activities and responsibilities, the Provincial Directorates and the Board of Education may establish specific measures to comply with the provisions of Article 41 of Royal Decree 1147/2011, July 29, which establishes the general management of the vocational training of the educational system and allows for a face-to-face and distance offer simultaneously.
4. In order to promote training throughout life, the Directorate-General for Vocational Training of the Ministry of Education, Culture and Sport may authorise the Provincial Directorates and the Education Ministry to give the training, in the centres of their competence, of professional modules organised in training units of shorter duration. In this case, each learning result, with its evaluation criteria and its corresponding block of contents, will be the minimum and indivisible unit of partition.
Additional disposition first. Authorization to impart these teachings.
The Provincial Directorates and the Board of Education will deal with the Directorate-General for Vocational Training with the authorization to provide the teaching of this training cycle, in full or in part, in (a) in-person and at a distance from the centres which so request and comply with the requirements laid down in the legislation in force.
Additional provision second. Implementation of these teachings.
1. In the course of 2014-2015, the first course of the training cycle referred to in Article 1 of this order will be implemented and the lessons of the first course covered by the Organic Law 1/1990 of 3 October, of Ordination, will cease to be taught. General of the Educational System, corresponding to the title of Superior Technician in Social Integration.
2. In the course of 2015-2016 the second course of the training cycle referred to in Article 1 of this order will be implemented and the second course lessons covered by the Organic Law 1/1990 of 3 October will be stopped General Management of the Educational System, corresponding to the title of Superior Technician in Social Integration.
Additional provision third. Linguistic enablement of bilingual teaching faculty.
Teachers who are to be taught in English must be in possession, before the date of commencement of each academic year, of the relevant language qualification, to which the Ministry of Education, Culture and Sport will carry out an enabling procedure before the start of each course.
Additional provision fourth. Training of bilingual teaching staff.
The Provincial Directorates and the Board of Education will schedule courses and training activities in the English language for all teachers of vocational training to be taught in professional modules. which may be taught in the English language, who will have the obligation to assist them until they obtain the required qualification. These measures shall apply until at least the year 2020.
The training to be offered will be three types:
a) Intensive training, through a course, preferably in face-to-face mode, during the month of September.
b) Long-term training throughout the school year, by means of a course that combines in-person and online form, which will be performed outside of the mandatory time in the training center. During the period of completion of the vocational training module in the workplace, this course will be intensified and will be carried out, as far as possible, within the required time of stay in the centre.
(c) Training in English-speaking country, through courses, which will be possible to include cultural visits and conferences, and which will be carried out at the end of the course after the completion of school activities in the training centres.
Single transient arrangement. Replacement of titles related to these teachings.
1. The students who, at the end of the school year 2013-2014, meet the conditions required to attend the second course of the title of Superior Technician in Social Integration covered by the Organic Law 1/1990, of October 3, of General Ordination of the Educational system, and which has not exceeded any of the professional modules of the first course of the aforementioned title, will have two calls in each of the two successive years in order to be able to overcome these professional modules. After that period, in the 2016-2017 school year, the convalidations, for the superimposed modules, as set out in Article 15.1 of Royal Decree 1074/2012 of 13 July 2012, for which the title of Superior Technician is established, will apply to the students. in Social Integration, regulated by the Organic Law 2/2006, of 3 May, of Education.
2. To the students who, at the end of the school year 2013-2014, do not meet the conditions required to attend the second course of the title of Superior Technician in Social Integration covered by the Organic Law 1/1990, of October 3, of General Ordination of the Educational System, the convalidations set out in article 15.1 of the Royal Decree 1074/2012, of 13 July, establishing the title of Superior Technician in Social Integration, regulated by the Organic Law 2/2006, of 3, will be applied. May, Education.
3. The students who, at the end of the school year 2014-2015, do not meet the conditions required to obtain the title of Superior Technician in Social Integration covered by the Organic Law 1/1990, of October 3, of General System Education, with two calls in each of the two successive years to be able to overcome these professional modules, with the exception of the training module in the workplace for which an additional school year will be available. The students who have not obtained the title after that period have not obtained the title, for the modules they have exceeded, as laid down in Article 15.1 of Royal Decree 1074/2012 of 13 July 2012 establishing the title of Superior Technician in Social Integration, regulated by the Organic Law 2/2006, of May 3, of Education.
Final disposition first. Application of the order.
The Directorate-General for Vocational Training, in the field of its powers, is authorised to take the measures and to issue the necessary instructions for the implementation of the provisions of this order.
Final disposition second. Entry into force.
This order will take effect the day following your publication in the "Official State Bulletin".
Madrid, January 23, 2013. -Minister of Education, Culture and Sport, José Ignacio Wert Ortega.
ANNEX I
Professional Modules
1. Professional Module: Context of social intervention.
Code: 0337
Contents:
a) Characterization of social dynamics:
Analysis of the processes of human evolutionary development:
Socialization and life cycle. Socialization agents.
Self-concept construction.
Basic concepts and processes of social psychology and sociology:
Social conformation of behavior: normalization, conformism and obedience.
Attribution.
Attitudes.
Personal identity and group membership.
Stereotypes, prejudice and discrimination.
The gender perspective as an alternative to discrimination against women.
Analysis of the structure and processes of social dynamics:
Collective conduct and social movements.
Influence of minorities.
Innovation and social change.
Social influence.
Community Networks:
Concept.
Features and operation.
Assessment of the influence of psychological and sociological processes in the development of social interventions.
b) Characterization of integration and social exclusion processes:
Psychosociology of social exclusion:
Integration, marginalization and social exclusion.
Influential concepts, theories, processes and factors in social exclusion. Indicators.
Assessment of prejudice and discrimination as causes of exclusion.
Gender as a social exclusion factor.
Social needs and demands:
Conceptual framework.
Differentiation between need and demand in social intervention.
Analysis of the relationships between need, marginalization, and exclusion.
Social Reinsertion Processes:
Identifying the main difficulties for social reinsertion.
c) Interpretation of the social intervention framework:
Social intervention:
Conceptual framework.
Background, historical evolution, and current situation.
Identification of the social intervention sectors: social, social, socio-educational and social-health.
Valuation of social protection as a right.
Analysis of social intervention models in Spain and countries in our environment:
Basic principles, organizational and functional structure.
Organization of social services.
Resources for social action.
Analysis of the response of social policies to the needs and demands of different collectives.
Administrative, legislative and competitive framework for social intervention:
Constitutional fundamentals and legislation of a state, regional and local nature.
Regulatory standards for equipment and centers.
Identification of the main sources and documentary resources on the legislative and administrative framework of social intervention.
The professional profile of the top technician in social integration:
The professionalization of social intervention.
Professional areas of the top technician in social integration.
Competencies and functions.
Professional teams.
Interdisciplinarity in social intervention.
d) Determination of areas of social intervention:
Biological, psychological and social characteristics associated with situations or risk of social exclusion.
Analysis of the characteristics and needs of specific collectives: third age, family and children, immigration, ethnic minorities, persons with disabilities, women and other groups:
Analysis of the influencing factors in the social needs and demands of the different collectives.
Identifying the main sources of information about the different intervention collectives:
Websites of public and private organizations and institutions of collectives susceptible to social exclusion.
Assessment of needs analysis as the starting point of the intervention.
e) Characterization of social intervention services and programs:
Social intervention strategies: policies, with/in society, in the group, in the family and with the individual.
Social intervention organizations, services, and programs:
Analysis of services and programs targeting different groups: senior citizens, family and children, immigration, ethnic minorities, people with disabilities, women and other groups.
Analysis of each scope's own intervention context:
Specific legislative framework.
Organizations, services, and programs.
Centers and equipment.
Basic aspects of social intervention carried out in the various services and programs.
Benefits and assistance from administrations to different collectives.
Social support and self-help.
Social participation and volunteering: scope and limits of action.
Using the network for information about services, programs, and social intervention resources:
Websites of public and private agencies and institutions that develop social intervention programs and services.
Social intervention documentary resources on the Internet.
Digital access to social protection resources.
2. Professional Module: Sociolaboral Insertion.
Code: 0338
Contents:
a) Characterization of the context of sociolaboral insertion:
Analysis of the legal framework of sociolaboral insertion.
Sociolaboral insertion policies:
Labor market and people with insertion difficulties.
Corporate social responsibility.
Analysis of socio-economic benefits derived from sociolaboral insertion policies.
Sociolaboral Insertion Modes:
Occupational centers, special job centers, workshop schools, and trades schools, among others.
Sociolaboral and training resources for people with difficulties of sociolabal insertion:
Job insertion centers, entities, and services.
Log of resources and sources of sociolaboral insertion information.
Use of information and communication technologies as a means of dissemination of the intermediation service.
Resources for the attention of women victims of violence. Plans and performances. Resources in the field of work. The insertion itineraries.
Establishing communication and collaboration channels with businesses.
Role of the top technician in social integration in the sociolaboral insertion process:
Motivation techniques directed to the user environment for their involvement in the insertion process.
b) Planning for job insertion interventions:
Processes of integration and sociolaboral marginalization: sociolaboral needs of specific collectives.
Job insertion projects:
Organization of sociolaboral insertion projects.
Phases and elements of the insertion projects themselves.
Involvement of the user in project development.
Job Insertion Itineraries.
Managing resources in the development of insertion projects:
Types of resources involved.
Managing media and materials involved in the insertion projects.
Sociolaboral insertion methodology:
User functional rating.
Detection of mismatches and risk analysis.
Collaboration with the team in analyzing adjustment or mismatch situations.
Adapting the demands of the task to the individual's capacity.
c) Application of training techniques in sociolaboral skills:
Personal autonomy skills for sociolaboral insertion:
Mobility and commuting in the work environment.
Using sociolaboral community resources.
Salary assessment and management.
Techniques to promote personal autonomy in the work environment.
Social skills for sociolaboral insertion:
interpersonal relationships in work environments.
Social rules in the workplace.
Job Skills:
Safety and hygiene rules.
Techniques for the promotion of work skills.
Structuring the workday.
Structure of tasks. Steps, materials, and tools.
Active Job Search Skills:
Guidance techniques in job search.
Self-employment procedures.
Creating positive environments in the workplace:
Identifying motivational aspects of the job.
Selecting performance-enhancing stimuli.
Strategies for the avoidance of situations of frustration and crisis.
Individual and group behaviors in the work environment.
d) Planning for job insertion activities:
Employment with support:
Concept.
Features.
Employment regulation with support.
Employment methodology with support:
Phases of the process.
Ethical principles of employment with support.
Application of quality criteria in employment with support.
The role of the job preparer:
Functions and tasks of natural and external supports.
The job adaptation:
Required functions, tasks, and skills.
Guidelines for the assessment of working conditions.
Analysis of job competence in relation to the job position.
Technical aids.
Communication among those involved during the job insertion process.
e) Defining procedures for the monitoring and evaluation of the sociolaboral insertion process:
Tracking the user and the personal environment in the sociolaboral insertion process:
Work performance assessment techniques.
Assessment and adaptation procedures for those involved.
Elaboration of follow-up information collection and recording instruments.
Detection of new adaptation needs.
Strategies and channels of communication between the elements involved in the tracking process.
The interdisciplinary team in the follow-up of sociolaboral insertion interventions:
Communication in the work team.
Motivation techniques.
Application of work insertion assessment instruments:
Logs and scales.
Elaboration of instruments.
Elaboration of intervention memories.
Organization and record of the assessment information.
3. Professional Module: Attention to the units of coexistence.
Code: 0339
Contents:
a) Planning the intervention in the cohabitation unit:
Concept of cohabitation units. Family concept:
Family types.
Family functions.
Family as a context for human development.
Typology and dynamics of cohabitation units.
Coexistence models.
Intervention models in cohabitation units.
Analysis of services, programs, and residential resources in the care of living units and families:
Home help service.
Families program.
Residential resources.
Teleassistance.
Sectors and scopes of intervention.
Design of interventions in cohabitation units.
Specific strategies and techniques in the intervention in cohabitation units:
Family therapy.
Home help.
Organization of the address.
Guidelines for direct intervention in cohabitation units:
The interdisciplinary team in interventions in units of coexistence.
Features.
Functions.
Assessment of work in the interdisciplinary team as a basis for intervention in living units.
b) Organization of the intervention in units of coexistence:
Levels of autonomy in living units:
Indicators of autonomy levels.
Factors that determine autonomy in living units.
Basic concepts of intervention in the units of coexistence: need, consumption and health.
Promoting the personal autonomy of people with disabilities in the family. Strategies.
Domestic, personal, and relational needs analysis.
Determination of training, information, monitoring, and accompanying needs.
Application of intervention planning in cohabitation units:
Identification of targets, activities, methodological criteria, spaces, materials and times.
Contingency resolution.
Organization of space in the unit of coexistence: spaces of domicile and technical aids.
Organization of resources and time: human resources, materials, and technical aids.
Respect for the decisions of each member of the coexistence unit.
c) Design of activities of the intervention project in units of coexistence:
Guidelines for the implementation of the intervention process in cohabitation units.
Development of intervention projects in the units of coexistence, taking into account established protocols, the objectives of the intervention, the methodological strategies, the resources and the times.
Analysis of intervention protocols.
Monitoring support services.
Home and Home Management:
Care and home organization.
Hygiene rules.
Managing the budget.
Analysis of the relationships of coexistence: communication and exchange of information.
Social and emotional support. Basic care. Occupation of free time. Accompaniment.
Itineraries for participation in leisure and leisure activities and activities.
Sexual-sexual education.
Counseling to the unity of coexistence: aids, free time, community resources and social networks, among others: modification of activities, guidelines and procedures.
Valuation of the treatment of people who form the unity of coexistence.
d) Organization of intervention strategies.
Violence: concept and types.
Risk factors in domestic violence situations: minors, women, older people, people with disabilities, and others.
Levels of prevention in social intervention: primary, secondary and tertiary.
Analysis of preventive actions: objectives, action strategies, and resources, among others.
Creating prevention promotion strategies:
Prevention, awareness and attention.
Professional intervention models.
Circuits and acting protocols.
Promotion of awareness activities specific to the prevention of domestic violence: workshops and training actions.
e) Development of domestic violence intervention strategies:
Detection of domestic violence situations:
Children, women, older people, people with disabilities and others.
Domestic violence indicators.
Identification of protocols.
Analysis of resources for detection and attention to situations of domestic violence:
Plans, programs, and projects.
Equipment and resources: information and attention centers.
Regulatory and procedural framework in cases of domestic violence.
Social, personal and emotional accompaniment: psychosocial strategies.
Assessment of the right treatment of people who have suffered domestic violence.
f) Realization of activities for the monitoring and control of the intervention in the coexistence unit:
Determination of the assessment technique in the evaluation of the development of the different interventions.
Determination of the time and sequence of assessment activities.
Setting indicators and evaluation protocols in the intervention in cohabitation units.
Evaluation instruments. Making and selecting:
Elaboration and application of evaluation instruments in the intervention in units of coexistence.
Record data on appropriate media:
Analysis of the data obtained.
Elaboration of the evaluation documentation for dissemination among the people involved in the intervention in the units of coexistence.
Drafting reports and memories:
Using new information and communication technologies.
Assessing the importance of assessment as an resource for improvement of intervention:
Assessment of the need for the higher technician in Social Integration to reflect on their own actions and decisions.
Assessment assessment as a useful tool in decision making.
4. Professional Module: Community Mediation.
Code: 0340
Contents:
a) Planning for mediation interventions:
Sources and evolution of mediation.
Mediation principles:
Advantages and difficulties of mediation.
Types and characteristics of information sources for mediation.
Analysis of different models of community mediation:
Traditional, linear, transformative, circular-narrative, interdisciplinary, and other model.
Application scopes for the different models.
Legislation related to mediation.
Assessing the importance of planning mediation.
Gender-based violence: the dimension of violence against women.
Normative framework on gender-based violence: prohibition of mediation in situations of gender-based violence.
b) Organization of actions for conflict prevention:
Cultural values of the main social groups:
Cultural keys of different ethnic minorities.
Values and respect for difference.
Values: concept, characteristics, classification, and social functions.
The migration phenomenon:
Indigenous and foreign population.
Ethnic minorities in plural societies.
Community mediation resources.
Determining meeting spaces:
Types and features of meeting spaces.
Spaces and uses of times.
Utility of the meeting spaces for mediation.
Mediators:
The mediator: mediator functions and skills.
Natural Mediators.
c) Performing activities of community mediation processes:
The conflict:
Definition and types of conflicts.
Conflict components.
Cycles of the conflict.
Conflict Management Techniques:
The transaction.
The arbitration.
The negotiation.
Stages in the mediation process:
Phases and features of the process.
Application of techniques used in community mediation.
d) Realizing mediation assessment activities:
Determining process evaluation criteria and indicators.
Mediation process information collection systems.
Selection of assessment strategies.
Selection of techniques and instruments for mediation evaluation.
5. Professional Module: Support for educational intervention.
Code: 0341
Contents:
a) Characterization of support for educational intervention:
Students with specific educational support needs.
Educational integration:
Types of centers.
Basic organizational structure.
Types and levels of integration.
Analysis of existing legislation on school integration.
Levels of curricular concretion.
Identifying the core elements of the curriculum: objectives, content, methodology and evaluation.
Educational center programming documents: educational project, pedagogical proposal, classroom programming and curricular adaptations. Annual general programming.
The Diversity Care Plan:
Criteria for processing.
Analysis of educational programs aimed at attention to diversity.
The interdisciplinary team in addressing the specific needs of educational support. Organizational and functional structure.
Role of the Senior Technician in Social Integration in Education. Functions and tasks in relation to the students and the interdisciplinary team.
Assessment of the importance of planning in educational intervention.
b) Organization of support for educational intervention:
Curriculum adaptations. Elements and structure. Processing process.
Identification of specific educational support needs. More frequent adaptations.
The teaching-learning process of students with specific needs for educational support. Methodological principles.
Identification of the psychopedagogical principles that support educational intervention with students with specific needs for educational support.
Activity programming:
Programming of educational intervention support activities.
Programming of care activities for students with specific needs for educational support at non-school moments: recreation, dining, complementary and extra-school activities.
Role of complementary and extra-school activities in school integration:
Strategies to promote the participation of students with special educational needs in complementary and after-school activities.
c) Development of educational intervention support activities:
Organization of space and time in the development of activities.
Allocating space, time, and material resources according to educational intervention planning:
Accessibility to spaces.
Curriculum resources:
Selection of materials according to the programming of educational intervention.
Adequacy of the curriculum materials of the educational intervention program to the characteristics of the students.
Using technical aids.
Application of accident prevention and hygiene rules in the classroom:
Awareness in the generation of secure environments.
Assessment of the use of information and communication technologies in supporting educational intervention.
d) Realization of the follow-up of the educational intervention support process:
The evaluation of the process of support for educational intervention. Types, functions, techniques and assessment instruments:
Assessment indicators and criteria.
Awareness of the importance of evaluating the process of support for educational intervention.
Selection and elaboration of assessment instruments.
Completing evaluation instruments.
Interpretation and transmission of information obtained from assessment processes:
Use of information and communication technologies in the control and monitoring of the educational intervention support process.
Predisposition to self-criticism and self-assessment.
6. Professional module: Promotion of personal autonomy.
Code: 0342
Contents:
a) Elaboration of personal and social autonomy skills training programs:
Promoting personal autonomy.
Autonomy, dependency, and self-determination.
Personal and social autonomy skills:
Concept and components.
Related concepts.
Role of personal and social autonomy skills in people's daily lives.
Identification of the most frequent deficiencies and alterations in personal and social autonomy skills.
Overall basic skills acquisition process.
Learning psychology fundamentals:
Basic concepts and processes.
Behavioral, cognitive and cognitive behavioral models.
Training programs in personal and social autonomy skills: phases and elements.
Coordination with the interdisciplinary team and the family.
b) Organization of daily life skills acquisition activities:
Daily Life Skills:
Concept.
Classification.
Daily life skills training programs.
Daily life skills training techniques:
Self-care skills.
Organizational skills of everyday life.
Technical aids for activities of daily living.
Technological literacy.
Adapting your environment.
Assessing the importance of promoting safe environments.
c) Organisation of activities for the acquisition of basic mobility skills:
Guidance and Mobility:
Concept.
Theoretical fundamentals.
Basic mobility skills training programs.
Basic mobility skills training techniques:
Guidance techniques.
Move Techniques.
Mobilization techniques.
Technical aids for the prevention of mobility loss and maintenance:
Managing and adapting technical aids.
Selection, adequacy and implementation of media and technical aids.
Accessibility.
Assessing the importance of promoting safe environments.
d) Organization of social skills training and acquisition activities:
Acquisition of social skills: factors that influence your acquisition.
Training and social skills acquisition programs:
Educational programs.
Specific programs.
Training and social skills acquisition techniques.
e) Organization of stimulation, maintenance and rehabilitation activities of cognitive abilities:
Cognitive stimulation and maintenance:
Concept.
Theoretical fundamentals.
Training, stimulation, and cognitive maintenance programs.
Cognitive training, stimulation and maintenance techniques:
Techniques for memory enhancement.
Techniques for improving care.
Techniques for improving guidance.
Other techniques.
Design of maintenance activities and improvement of cognitive capacity.
Assessment of the preventive character of cognitive stimulation programs.
f) Development of acquisition activities and training of basic skills of personal and social autonomy:
Adaptation of activities according to cases and levels of autonomy.
Adaptation of technical aids according to the cases and levels of autonomy.
Elaboration of materials.
Role of Technician:
Functions and attitudes.
Acting in crisis situations.
Relationship with users and their environment.
Respect for the self-determination of the user.
g) Realization of follow-up activities in the process of promoting personal and social autonomy skills:
Indicators of the autonomy level of the user.
Technical and social autonomy assessment techniques and instruments:
Selection.
Elaboration.
Application.
Reporting:
Types of reports.
Transmission of the information.
Assessment of the importance of coordination and teamwork in the assessment of intervention.
7. Professional Module: Increased and alternative communication systems.
Code: 0343
Contents:
a) Detection of communicative needs of users:
Needs assessment and intervention processing:
Communicative Contexts.
The communicative structure of the environment.
Expectations and communicative attitudes of professionals.
Communication systems:
Adequacy of environmental conditions.
Adequacy of the communication system to the user.
Increased and alternative communication:
Concept.
Usage strategies.
External elements that affect the process.
The process of selecting the alternate communication system.
Communication with help and no help.
Candidates for increased communication:
Variables involved in the choice of different communication systems with help, depending on the characteristics of the users.
b) Organization of the intervention:
Intervention projects in communication:
Basic guidelines for communication.
Specific programs to encourage communication:
Guidelines to be taken into account when implementing alternative and increased communication systems.
Intervention strategies.
Organization of resources and activities.
Setting up significant routines and contexts.
c) Application of alternative communication systems with help:
Features of the major systems.
Using the SPC system.
Using the Bliss system.
Symbol types for communication:
Pictographs.
Arbitrary.
Ideographic.
Setting and using tags:
Colors.
Location of the symbols.
Mode of access to communication systems with help.
Using other non-standardized communication systems with help: crafting communication boards.
High and low technology aid: use of technological aids.
Valuation of the system adjustment to the user.
d) Application of communication systems without help:
Sign language: structure, parameters, and classifiers.
Using the sign language:
Concept and features.
Thematic vocabulary.
Using the bimodal system: concept and features.
Using other communication systems without non-generalized help:
mime.
Natural gestures.
Dactylological.
Eye movements.
Write to Palm.
Valuation of the system adjustment to the user.
e) Checking the effectiveness of the communication system:
Significant indicators in the communication skills records:
Number of signs expressed.
Number of signs understood.
Dactylological expression and reception rate.
Font size on systems based on read-write.
Communication skills record systems based on the elements to be evaluated:
Types.
Fulfillment of records.
Transmission of the information.
Criteria that determine the adjustment or change of the communication system:
Deterioration in mental functions.
Aggravation in sensory pathologies.
Difficulties in generalizing communicative competencies.
8. Professional Module: Methodology of social intervention.
Code: 0344
Contents:
a) Determination of methods, techniques and instruments of analysis of reality:
Methods and techniques of social research:
Basic concepts and theoretical aspects.
The action-investigation.
Qualitative and quantitative techniques and instruments.
Analysis of basic sampling techniques.
Analysis of the main sources and systems for recording information:
The observation.
The interview.
The questionnaire.
The survey.
The documentary collection.
Elaboration and application of information collection tools.
Possibilities and limitations of different techniques and instruments.
The sources of information.
Reliability and validity of information.
Use of information and communication technologies in social research.
Data analysis and interpretation:
Methods, techniques, and instruments.
Basic statistics.
Assessment of the ethical aspects of information collection.
b) Determining the elements of social intervention projects:
Theoretical models in social intervention: ecological and systemic, among others.
Planning in social intervention:
Concept, functions, and theoretical models.
Planning levels: plan, program, and project.
Schedule types.
General principles and requirements for planning.
Advantages, drawbacks, and limitations of the schedule.
Programming techniques characteristic of social intervention.
The scheduling process. Phases and elements:
Basic concepts.
Methodological elements: intervention strategies and techniques, activities and tasks.
Times definition techniques.
Organization and management of material and human resources.
Analysis of internal consistency.
The customer care plan.
The feedback.
Project assessment as the axis of the technician's intervention.
c) Determination of strategies to promote and disseminate intervention projects:
Basic concepts of advertising and communication.
Advertising and media in social intervention:
Promotion and dissemination strategies. Marketing.
Design of campaigns to promote and disseminate social intervention projects.
Elaboration of materials for the promotion and dissemination of social projects: posters, triptics, among others.
Use of information and communication technologies in the promotion and dissemination of social projects: word processors, presentations, radio and video, among others.
d) Incorporation of the gender perspective in social intervention projects:
Reality analysis from a gender perspective:
Processes and techniques.
The gender perspective in the design of social intervention projects:
Historical perspective of equal opportunities.
Theory of Gender Construction.
Language, thought, and gender.
Beliefs, attitudes and behaviors on equality between men and women.
Roles, stereotypes and values in gender equality.
Legal framework for equal opportunities:
Equality policies.
Equal opportunities plans, programs and projects.
Analysis of different resources and/or organisms that promote equality between women and men:
Treatment and transfer of information for the promotion of equality between men and women and the reconciliation of family life.
International protocols. Non-sexist language guides and manuals.
Incorporating the gender perspective into the promotion and dissemination instruments.
e) Defining social intervention project evaluation procedures:
Project Evaluation:
Concept, functions, and theoretical models.
Principles and types of assessment.
The evaluation as an element of the programming.
Analysis of the evaluation process:
Phases.
Contents of the assessment.
Organization of assessment resources and activities.
Computer media in the processing and organization of information.
Elaboration of reports and memories.
Quality management in social intervention projects.
Evaluation and follow-up in interventions to promote equality between men and women.
Assessment of objectivity in the assessment.
9. Professional Module: First Aid.
Code: 0020
Contents:
a) Initial assessment of emergency assistance:
Medical emergency systems.
First aid goals and limits.
Legal framework, responsibility and professional ethics.
Types of accidents and their consequences.
Signs of vital engagement in adult, infant and infant populations:
cardiorespiratory arrest.
Heart rhythm disorders.
Zone protection methods and materials.
Personal self-protection and security measures.
First aid kit:
Material Classification: Basic Materials and Useful Add-ons.
Usage characteristics.
Storage systems.
Maintenance and Review.
Action priorities in multiple victims:
The simple triage. Simple triage methods.
Valuation by severity criteria.
Signs and symptoms of urgency:
Assessment of the level of consciousness.
Taking vital constants: pulse and breathing.
Basic scan for an urgency:
Scan protocols.
Override identification methods.
Signs and symptoms.
Medical-health terminology in first aid.
The transmission protocol for the information.
Assess the performance safely and with self-confidence.
b) Application of life support techniques:
Basic life support objective and priorities.
Airway permeability control:
Airway opening techniques.
Airway cleaning and unclogging techniques.
Basic Cardiopulmonary Resuscitation:
mouth-mouth breathing.
mouth-nose breathing.
External cardiac massage.
Semi-automatic external defibrillation (DEA):
Operation and maintenance of the semi-automatic external defibrillator.
Usage protocol.
Collecting data from a semi-automatic external defibrillator.
Assessment of the crashed.
Initial care in injury by physical agents:
Trauma: fractures, luxations, and other traumatic injuries; foreign bodies in the eye, ear, and nose; wounds and bleeding. Choking.
Heat or cold: burns, heat stroke, hyperthermia, hypothermia, and freezing.
Electricity: performance protocols in electrocution.
Radiation.
Initial attention to chemical and biological agent injuries:
Types of chemical agents and medications.
Entry and injury paths.
Performances according to the toxic and the input path.
Bites and bites.
anaphylactic shock.
Initial attention on emergency organic pathology:
Action protocols in cardiovascular emergency disorders: ischemic heart disease and heart failure.
Action protocols for respiratory disorders: respiratory failure and bronchial asthma.
Performance protocols in neurological disorders: cerebral vascular accident, seizures in children and adults.
Initial performance in impending delivery.
Action limited to the framework of your competencies.
Application of security and personal self-protection standards and protocols.
c) Application of immobilization and mobilization procedures:
Victim handling protocol.
Assessment of the need to move:
Situation in the zone.
Risk identification.
Indications and contraindications for the move.
Security and standby positions.
Quiesce techniques:
Fracture performance fundamentals.
Prompts for quiesce.
General quiesce techniques.
Mobilization Techniques:
Indications of mobilization at risk.
Simple mobilization techniques.
Making of stretchers and immobilization materials.
Personal self-protection and security protocol.
d) Application of psychological and self-control support techniques:
Basic communication strategies:
Elements of the communication.
Communication types.
Communication Difficulties.
Basic communication techniques in stress situations.
Communication with the crashed.
Communication with family members.
Valuing the role of the first intervener:
Reactions to stress.
Basic techniques of psychological help to the intervener.
Enabling techniques for interpersonal communication: basic skills that improve communication.
Factors that predispose to anxiety in accident or emergency situations.
Psychological support mechanisms and techniques.
10. Professional Module: Social Skills.
Code: 0017
Contents:
a) Implementation of strategies and techniques that favor social relation and communication:
Social skills and related concepts.
Analysis of the relationship between communication and quality of life in the areas of intervention.
The communication process. Verbal and non-verbal communication. Communicative styles.
Communicative context assessment: facilitators and obstacles in communication.
Valuation of the importance of attitudes in the aid relationship.
The emotional intelligence. Emotional education. Emotions and feelings.
The defense mechanisms.
Communication and social skills and communication programs.
b) Dynamization of group work:
The group. Types and characteristics. Group development. The leadership.
Analysis of group structure and processes.
Techniques for group analysis.
Valuation of the importance of communication in the development of the group.
The communication in the groups. Communication styles. Verbal and gestural communication. Other languages: iconic, audiovisual, ICT. Obstacles and barriers. Cooperation and competition in groups.
Group Dynamics. Techniques and approaches:
Presentation, knowledge, and trust dynamics.
Cohesion and collaboration.
Social skills and conflict resolution.
Driving group dynamics.
Psychosociological fundamentals applied to group dynamics.
The work team. Cooperative work strategies. Organisation and the allocation of tasks. The leadership.
Individual work and group work.
The trust in the group.
Valuing the role of motivation in group dynamics.
Awareness about the importance of respecting opinions that are not matched with your own.
c) Meeting Driving:
The meeting as a group work instrument.
Types of meetings and functions.
Techniques to speak in public.
Stages in the development of a meeting.
Meeting moderation techniques.
Using group dynamics in meetings.
The motivation. Techniques and strategies.
Identifying the typology of participants in a meeting.
Analysis of factors affecting the behavior of a group: boycotters and collaborators.
Data Collection Instruments.
d) Implementation of conflict management and decision-making strategies:
Assessment of conflict in group dynamics.
Analysis of troubleshooting techniques.
The decision-making process.
Managing group conflicts. Causes. Negotiation and mediation. Skills and techniques.
Application of group conflict resolution strategies.
Assessment of the role of respect and tolerance in problem and conflict resolution.
e) Assessment of social competence and group processes:
Collection of data. Techniques.
Identification of assessment indicators.
Assessment of social competence.
Evaluation of group structure and processes.
Applying social research techniques to work with groups.
Analysis of strategies and instruments for study of groups.
Basic Sociometry.
Assessment of self-assessment as a strategy for improving social competence.
Reports: structure and elaboration.
11. Professional Module: Social Integration Project.
Code: 0345
Contents:
a) Identification of the needs of the productive sector and the organization of the company:
Identification of job roles.
Industry structure and organization.
Company activity and its location in the industry.
Organization chart of the company. Functional relationship between departments
Industry trends: productive, economic, organizational, employment and other.
Work procedures in the company scope. Systems and methods of work.
Determination of excluded labor relations and special labor relations.
Collective agreement applicable to the professional field.
Company culture: corporate image.
Quality and security systems applicable in the industry.
b) Design of projects related to the sector:
Analysis of the local reality, the business offer of the sector in the area and the context in which the professional training module will be developed in the workplace.
Collecting information.
The overall structure of a project.
Crafting a work script.
Project execution planning: objectives, content, resources, methodology, activities, timing, and evaluation.
Project Feasibility and Opportunity.
Review of applicable regulations.
c) Planning for project execution:
Sequencing of activities.
Elaboration of work instructions.
Making a risk prevention plan.
Documentation required for project execution schedule.
Compliance with safety and environmental standards.
Project quality assurance indicators.
d) Defining control and evaluation procedures for project execution:
Proposal for solutions to the objectives outlined in the project and justification of the selected ones.
Defining the project evaluation procedure.
Determining the variables that can be evaluated.
Documentation required for project evaluation.
Process and end product quality control.
Log of results.
12. Professional module: Training and employment orientation.
Code: 0346
Contents:
a) Active job search:
Assessment of the importance of continuing training for the career and career of the senior technician in Social Integration.
Analysis of personal interests, skills and motivations for the professional career.
Identification of training itineraries related to the top technician in Social Integration.
Responsible for learning itself. Knowledge of the requirements and expected fruits.
Definition and analysis of the professional title of the title of top technician in Social Integration.
Planning your own career:
Setting medium-and long-term labor objectives compatible with needs and preferences.
Realistic and consistent goals with current and projected training.
Job search process in small, mid-sized, and large companies in the industry.
Learning and employment opportunities in Europe. Europass, Ploteus.
Job search techniques and instruments.
Self-employment assessment as an alternative for professional insertion.
The decision-making process.
Setting a personal checklist of consistency between career plan, training, and aspirations.
b) Conflict management and work teams:
Valuation of the advantages and drawbacks of the team work for the organization's effectiveness.
Equipment classes in the social integration sector according to the functions they perform.
Analysis of the training of work teams.
Features of an effective work team.
The participation in the work team. Analysis of the possible roles of their members.
Conflict definition: features, sources, and stages of the conflict.
Methods for conflict resolution or suppression: mediation, reconciliation, and arbitration.
c) Job Contract:
The right of the job.
Intervention of public authorities in industrial relations.
Analysis of the individual labor relationship.
Determination of excluded labor relations and special labor relations.
Hiring contract modes and promotion measures.
Rights and duties arising from the employment relationship.
Working Conditions. Salary, work time and work rest.
Modifying, suspending, and extinguishing the work contract.
Representation of workers.
Collective bargaining as a means of reconciling the interests of workers and employers.
Analysis of a collective agreement applicable to the professional scope of the higher technician in Social Integration.
Collective conflicts of work.
New work organization environments: subcontracting and teleworking, among others.
Benefits for workers in new organizations: flexibility and social benefits, among others.
d) Social Security, Employment and Unemployment:
The Social Security System as a basic principle of social solidarity.
Structure of the Social Security system.
Determination of the principal obligations of employers and workers in the field of social security: affiliation, ups, downs and contributions.
The protective action of Social Security.
Classes, requirements, and benefits.
Concept and situations that are protected by unemployment.
Systems of workers ' advice regarding their rights and duties.
e) Professional risk assessment:
Importance of preventive culture at all stages of professional activity.
Assessment of the relationship between work and health.
Analysis and determination of working conditions.
The concept of professional risk. Risk factor analysis.
Risk assessment in the company as a basic element of preventive activity.
Risk analysis linked to security conditions.
Risk analysis linked to environmental conditions.
Risk analysis linked to ergonomic and psychosocial conditions.
Specific risks in the social integration sector.
Determination of the possible health damage to the worker that can be derived from the identified risk situations.
f) Planning for risk prevention in the enterprise:
Rights and duties in the field of occupational risk prevention.
Responsibilities in the field of occupational risk prevention.
Managing prevention in the enterprise.
Representation of workers on preventive matters.
Public bodies related to the prevention of occupational risks.
Planning for prevention in the enterprise.
Emergency and evacuation plans in work environments.
Elaboration of an emergency plan in a small and medium enterprise in the sector.
g) Application of prevention and protection measures in the enterprise:
Determination of individual and collective prevention and protection measures.
Action protocol in an emergency situation.
Training for workers in the field of emergency plans.
Surveillance of workers ' health.
13. Professional module: Enterprise and entrepreneurial initiative.
Code: 0347
Contents:
a) Entrepreneurship Initiative:
Innovation and economic development. Main features of innovation in the activity of social integration (materials, technology, production organization, among others).
Entrepreneurial culture as a social need.
The entrepreneurial character.
Key factors for entrepreneurs: initiative, creativity and training.
Collaboration between entrepreneurs.
The performance of entrepreneurs as employees of a company related to social integration.
The performance of entrepreneurs as entrepreneurs in the social integration sector.
The risk in entrepreneurial activity.
Concept of entrepreneur. Requirements for the exercise of business activity.
Personal goals versus business goals.
Business Plan: the business idea in the field of social integration.
Good practices of entrepreneurial culture in the social integration activity at the local level.
b) The company and its environment:
Basic company functions.
The enterprise as a system.
The overall business environment.
Analysis of the overall environment of a business related to social integration.
The company's specific environment.
Analysis of a company's specific environment related to social integration.
Relationships of a social integration company with your environment.
Relations of a social integration company with the whole of society.
Company culture: corporate image.
Social responsibility.
The Social Balance.
Business ethics.
Social responsibility and ethics of companies in the social integration sector.
c) Creating and starting a company:
Company concept.
Enterprise Types.
The responsibility of the owners of the business.
Taxation in companies.
Choice of the legal form. Dimension and number of partners.
Administrative formalities for the formation of a company.
Economic Viability and Financial Feasibility of a Company Related to Social Integration.
Analysis of sources of financing and budgeting of a company related to social integration.
Aid, grants and tax incentives for SMEs related to social integration.
Business plan: choice of legal form, economic and financial feasibility study, administrative procedures and management of grants and grants.
d) Administrative function:
Concept of basic accounting and notions.
Accounting operations: recording the economic information of a company.
Accounting as a true picture of the economic situation.
Analysis of accounting information.
Corporate Tax Obligations.
Requirements and deadlines for the filing of official documents.
Administrative management of a company related to social integration.
14. Professional module: Training in job centres.
Code: 0348
Contents:
a) Identification of the structure and business organization:
Structure and business organization of the social integration sector.
Company activity and its location in the social integration sector.
Organization chart of the company. Functional relationship between departments
The company's logistics organization. Suppliers, customers, and marketing channels.
Work procedures in the company scope. Systems and methods of work.
Human resources in the enterprise: training requirements and professional, personal and social skills associated with different jobs.
Quality system set in the job center.
The security system set in the job center.
b) Application of ethical and labour habits:
Personal Attitudes: empathy, punctuality.
Professional attitudes: order, cleanliness, responsibility and security.
Attitudes to the prevention of occupational and environmental risks.
Hierarchy in the enterprise. Communication with the work team.
Documentation of professional activities: methods of classification, coding, renewal and elimination.
Recognition and application of internal company rules, work instructions, standard work procedures, and others.
c) Realizing work activity preparation operations:
Identification of the documentation associated with the preparation of the activity.
Interpretation of instructions for the preparation of the activity.
Application of control regulations and procedures.
Conditioning spaces.
Adapting the activity to the guidelines and criteria set out in the schedule.
Identification of the needs of the target people of the activity.
Relationship with users.
Identification of difficulties in the organization of the activity.
Respect to the intimacy of users.
d) Implementation of the activities planned in the job plan:
Documentation associated with the development of the activity.
Interpretation of instructions for performing the activity.
Application of established procedures for performing tasks.
Application of deontological criteria in the development of the activity.
Confidentiality of information.
Attitudes in relation to users.
Using technical resources.
e) Compliance with security and hygiene criteria:
Health-hygiene rules.
Identification of hygiene-sanitary or security risk behaviors.
Adequacy of clothing to work activity.
Use of individual protection equipment.
Identification of occupational risk prevention rules.
Regarding the conservation of the environment.
Application of environmental care-related rules.
f) Analysis of the service provided:
Determining assessment activities.
Documentation associated with controlling and tracking activity.
Quality management procedures and instruments.
Application of the assessment instruments.
Analysis and communication of the collected information.
Self-assessment of the activity itself.
ANNEX II
Sequencing and weekly hourly distribution of professional modules
Top Grade Forming Cycle: Social Integration
| Module | Duration (hours) | First Course (h/week) | Second | ||
|---|---|---|---|---|---|
|
2 Quarters (h/week) | 1 quarter (hours) | ||||
|
0337. Context of social intervention. | 120 | 4 |
|
| |
| 0338. Sociolaboral insertion. | 205 | 6 |
|
|
|
|
0340. Community mediation. | 140 | 4 |
|
|
|
|
0342. Promoting personal autonomy. | 205 | 6 |
|
| |
| 0344. Social intervention methodology (2) | 110 | 4 |
|
| |
| 90 | 3 |
|
| ||
|
reserved for the module imparted in English. | 90 | 3 |
|
| |
| 0339. Attention to cohabitation units. | 125 |
| 7 |
| |
| 115 |
| 5 |
| ||
| 0343. Increased and alternative communication systems. | 120 |
| 6 |
| |
| 0020. First aid (1), (2) | 40 |
| 2 |
| |
| 0017. Social skills (2) | 100 |
| 5 |
| |
| 0347. Enterprise and entrepreneurship. | 60 |
| 3 |
| |
|
reserved for the module imparted in English. | 40 |
|
| ||
| 0348. Job center training. | 400 |
|
| 400 | |
| 0345. Social integration project. | 40 |
|
| 40 | |
| Total in the training cycle ........... | 2000 | 30 | 30 | 440 | |
(1) Professional modules support.
(2) Professional modules cross-cutting to other Professional Training titles.
ANNEX III
Modules capable of being imparted in the English language
0017. Social skills.
0338. Sociolaboral insertion.
0339. Attention to the units of coexistence.
0341. Support for educational intervention.
0342. Promotion of personal autonomy.
ANNEX IV
Spaces and equipment.
Spaces:
| Surface | ||
|---|---|---|
|
30 pupils | 20 pupils | |
|
60 | 60 | 40 |
|
intervention workshop. | 150 | 100 |
Minimum Equipment:
|
-purpose Aula. | Audio-visual equipment. | |||||||||||||||
|
| network-installed PCs, projection canon, and the Internet. |
|||||||||||||||
|
| Fixed Waxing. | |||||||||||||||
|
| Waste container. | |||||||||||||||
|
| Professor Table with armchair. | |||||||||||||||
|
| Pupil. | |||||||||||||||
|
| Perches. | |||||||||||||||
|
|
|
|
|
|
|
|
| |||||||||
|
|
|
|
|
|
||||||||||||
|
| Armario-display with glass doors. | |||||||||||||||
|
|
| |||||||||||||||
|
|
| |||||||||||||||
|
| ||||||||||||||||
|
| Mural projection screen. | |||||||||||||||
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intervention workshop. | Move and Move Equipment mobilizations: | |||||||||||||||
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| Wheel_table_izq"> Wheelchair. | ||||||||
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| Sliding stout. | |||||||||||||||
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| Transfer table. | |||||||||||||||
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| Slide Table | |||||||||||||||
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| Transfer Disk. | |||||||||||||||
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| String scale for additions. | |||||||||||||||
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| Crane. | |||||||||||||||
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| Technical Aids for Activities of Daily Life | |||||||||||||||
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| Alternative communication systems with help: Bliss, SPC. |
