Royal Decree 831/2014, of 3 October, establishing the title of Superior Technician in Communicative Mediation and fixing its minimum teachings, acts in accordance with Royal Decree 1147/2011 of July 29, by the the general organisation of 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 Professional qualifications, the guidelines set by the European Union and other aspects of interest social and implants the aforementioned title of Superior Technician in Communication Mediation.

Organic Law 2/2006, of 3 May, of Education, provides that educational administrations will develop the curriculum of vocational training diplomas, starting with the basic curriculum and under the conditions laid down in the Article 6 bis.4 The teaching centres shall develop and complete, where appropriate and as established by the educational authorities, the curriculum of the different stages and cycles in use of their autonomy as set out in Chapter II of Title V of the said Directive. Organic Law.

Royal Decree 831/2014 of 3 October, in its Single Derogation Provision, repeals Royal Decree 1266/1997 of 24 July establishing the curriculum of the higher education cycle corresponding to the title of Superior Technician in Interpretation of the Language of Signos, established under the Organic Law 1/1990, of October 3, of General Ordination of the Educational System.

In accordance with the above and once Royal Decree 831/2014, of October 3, has set the professional profile of the title of Superior Technician in Communicative Mediation, the basic aspects of the curriculum and other aspects of the In the field of management of the Ministry of Education, Culture and Sport, the academic organisation, which ensures a common training and guarantees the validity of diplomas throughout the national territory, contextualization of the contents of the professional modules included in this title, 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 formative cycle incorporates in the curriculum training in the English language, in response to the provisions of Royal Decree 1147/2011, of July 29.

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 production of the professional profile of the senior technician in Communication Mediation.

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 is intended to determine, from the basic curriculum set out in Royal Decree 831/2014 of 3 October, establishing the title of Superior Technician in Communicative Mediation and establishing its teachings minimum, the curriculum of the higher grade training cycle corresponding to that title.

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 Communicative Mediation, set out in Royal Decree 831/2014 of 3 October, is determined in the terms set 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 Communicative Mediation, referred to in the previous point.

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 Senior Technician in Mediation Communicative, referred to in point 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. 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, the " design for all people " and universal accessibility, especially in relation to people with disabilities.

Article 5. 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.

Article 6. 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 7. Project Professional Module.

1. The professional module of the project 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 Mediation Communicative.

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 prior to the start of the vocational training module in the workplace, the teaching and learning activities to facilitate the development of the project professional module should be anticipated by the responsible teacher.

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 8. 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 up to the year 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.

CHAPTER III

Teachers, spaces and equipment

Article 9. 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 entries respectively in Annexes III A and III B to Royal Decree 831/2014 of 3 October 2014.

2. In order to ensure compliance with Article 12.6 of Royal Decree 831/2014, of October 3, for the delivery of the professional modules that make up the company, in private or public ownership centers of other administrations other than education, it must be established that all the requirements laid down in that Article are met, with the following documentation:

(a) Photocopy of the official academic title required, in accordance with the qualifications included in Annex III C of Royal Decree 831/2014 of 3 October. 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 provided and submitted by the person concerned, original or photocopy of the studies, sealed by the corresponding official or authorized official or university.

c) Where it is necessary to justify by means of the work experience which, at least for three years, has developed its activity in the sector related to the family, its duration shall be credited by the appropriate supporting official document, which shall 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.

For those who are self-employed, a statement of the person concerned with the most representative activities related to learning outcomes.

Article 10. 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 831/2014 of 3 October, as well as the rules on equal opportunities, "design for all persons" and universal accessibility, prevention of occupational risks and safety and health at the workplace.

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 provide vocational training lessons at a distance shall have appropriate curriculum materials which will be adapted to the provisions of the fourth additional provision of the Organic Law 2/2006 of 3 May.

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. 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 and enable a face-to-face and remote offering 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 In-person and distance-based arrangements, of the institutions that request it and comply with the requirements required under the current legislation.

Additional provision second. 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 third. 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 2014-2015, meet the conditions required to pursue the second course of the title of Superior Technician in Interpretation of the Language of Signos, established by Royal Decree 2060/1995, of 22 of December, under the Organic Law 1/1990, of 3 October, of General Management of the Educational System, and which has not exceeded one of the professional modules of the first course of the said title, will have two calls in each of the two successive years in order to be able to exceed those professional modules. After this period, in the school year 2017-2018, the convalidations will be applied to the superimposed modules, as set out in article 15.1 of Royal Decree 831/2014 of 3 October, regulated by the Organic Law 2/2006 of 3 May.

2. To the students who, at the end of the school year 2014-2015, do not meet the conditions required to pursue the second course of the title of Superior Technician in Interpretation of the Language of Signos, established by Royal Decree 2060/1995, of 22 of December, under the Organic Law 1/1990, of 3 October, of General Ordination of the Educational System, will be applied the convalidations established in article 15.1 of the Royal Decree 831/2014, of October 3, regulated by the Organic Law 2/2006, of 3 May.

3. The students who, at the end of the school year 2015 -2016, do not meet the conditions required to obtain the title of Superior Technician in Interpretation of the Language of Signos, established by Royal Decree 2060/1995, of December 22, under cover of the Organic Law 1/1990, of 3 October, of General Management of the Educational System, will have two calls in each of the two successive years in order to be able to overcome these professional modules, with the exception of the module of Formation in the center of work for which an additional school year will be available. The students who have passed that period have not obtained the title will be applied to the convalidations, for the modules surpassed, established in article 15.1 of the Royal Decree 831/2014, of October 3, regulated by the Law of Organic 2/2006, May 3.

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. Implementation of these teachings.

1. In the course of 2015-2016, 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 Royal Decree 2060/1995, of 22 December, establishing the title of Superior Technician in Interpretation of the Language of Signs.

2. In the course of 2016-2017 the second course of the training cycle referred to in Article 1 of this order will be implemented and the second course teachings covered by the Organic Law 1/1990 of 3 October will be stopped General Management of the Educational System, corresponding to the Royal Decree 2060/1995, of 22 December, establishing the title of Superior Technician in Interpretation of the Language of Signs.

Final disposition third. Entry into force.

This order will take effect the day following your publication in the "Official State Bulletin".

Madrid, 21 July 2015.-The Minister of Education, Culture and Sport, Iñigo Méndez de Vigo and Mr Mondez.

ANNEX I

Professional Modules

1. Professional module: Methodology of the social integration of people with difficulties of communication, language and speech.

Code: 1111.

Contents:

a) Characterization of the mediation context in communication:

Identification of the intervention sectors in the field of social integration.

Analysis of the basic processes of human evolutionary development:

Motivation, emotion, and socio-emotional intelligence.

Basic needs.

Socialization and life cycle.

Influence of transition processes throughout life in the integration or social exclusion of people.

Psychology and sociology applied to social integration processes:

Integration, marginalization and social exclusion.

Concepts and theories about integration and social marginalisation processes:

Influential processes and factors in social exclusion. Indicators.

Stereotypes, prejudice and discrimination.

Assessment of prejudice and discrimination as causes of exclusion.

Analysis of attitudes training processes.

Personal identity and group membership.

Cultural configuration of marginalization and disability.

b) Interpretation of the social intervention framework:

Social intervention:

Origin, historical evolution and current situation of social protection systems and care for dependency.

Identification of the sectors of the intervention: social, sociolaboral, socio-educational and socio-health.

Valuation of social protection as a right.

Analysis of the models of social intervention in Spain and in the countries of our environment:

Basic principles, organizational and functional structure.

Resources for social action.

Situation of social protection in the field of the European Union.

Administrative, legislative and competitive framework for social intervention:

Care system for the dependency.

The professional profile of the top technician in Communicative Mediation:

Professional scopes of the top technician in Communicative Mediation.

Competencies and functions.

Professional teams.

Interdisciplinarity in social integration.

Benefits and assistance from administrations to different collectives.

c) Determination of methods, techniques and instruments for obtaining information:

Methods and techniques of social research:

Qualitative and quantitative methods.

Analysis of the main sources and systems for recording information. The observation: planning. The interview. Planning and conduct of interviews: phases and role of the interviewing person. Major difficulties. The questionnaire, survey and documentary collection.

Elaboration and application of information collection tools.

Possibilities and limitations of different techniques and instruments.

The sources of information:

Models of reports from different sectors: judicial and social, psychological and psychiatric, and physicians, among others.

Reliability and validity of information.

Using information and communication technologies in information management.

Assessment of the ethical aspects of information collection.

d) Determination of the elements constituting a social intervention project:

Programming of social interventions:

Concept, functions, theoretical models, and types of planning.

Planning levels: plan, program, and project.

General principles and requirements for planning.

Programming techniques characteristic of social intervention.

The scheduling process. Phases and elements:

Times definition techniques.

Organization and management of material and human resources.

Analysis of internal consistency.

Assessment of planning as an indispensable element of intervention.

e) Incorporation of the gender perspective in social intervention projects:

Reality analysis from a gender perspective:

Processes and techniques.

Language, thought, and gender.

Historical perspective of equal opportunities.

Theory of Gender Construction.

Beliefs, attitudes and behaviors and equality between men and women.

Roles, stereotype, and values in gender equality.

Legal framework for equal opportunities:

Equality policies.

Equal opportunities plans, programs and projects.

Analysis of different resources and 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.

f) Realization of control activities and follow-up of the intervention:

Evaluation of social interventions:

Models, techniques, and instruments.

Functions and purpose of the assessment.

Criteria for choosing an assessment model.

Phases and elements of the assessment.

Analysis of assessment techniques and instruments.

Organization of assessment resources and activities.

Interpretation and analysis of the data obtained in the evaluation.

Importance of evaluation in the intervention quality programs.

Elaboration and presentation of assessment and memory reports.

Using information and communication technologies in information management.

Assessment of objectivity in the assessment.

2. Professional module: Social awareness and participation.

Code: 1112.

Contents:

a) Characterization of the collective of deaf people:

Characteristics of deaf people:

Medical and socio-cultural perspectives.

Psychosocial and cultural.

Analysis of the structural elements of the deaf community.

Requirements for the communication of deaf people:

Heterogeneity.

Technical and technological resources for everyday life.

Prevalence of visual channel to organize and perceive reality.

Risk of dependency on deaf people.

The identity value of the sign language.

Areas of development of deaf people:

Analysis of the family, social, and educational contexts of deaf people.

Influence on the development of deaf people.

b) Design of social awareness programmes and promotion of the participation of deaf people and other groups with communication difficulties:

Legal framework for the rights of deaf people.

Analysis of the target groups of the intervention. Identification of needs and characteristics.

Theme and areas linked to the deaf community:

Universal accessibility and "design for all people".

Educational models: bilingual and monolingual.

Community, culture and identity of deaf people.

Promoting the autonomy of deaf people.

Social participation of deaf people.

Participatory planning strategies.

Determining objectives of social awareness programs.

Methodological principles.

Awareness actions:

Design of activities.

Space, material, and personal resources.

Timing of social awareness actions.

Social communication techniques.

Assessment of social media as resources for awareness and participation.

c) Organization of actions to promote social awareness:

Support techniques and resources to promote social awareness.

Conventional resource search techniques: documentary material.

Financing of actions: external support. Subscribers. Relationship with the media. Use of unconventional resources: creativity and involvement of the collective. Relationship to the social and cultural environment. Associative fabric infrastructure.

Resolutions reached in participation spaces: congresses and forums.

Assessing the associative fabric as a resource for social awareness.

Accessibility and "design for all people" applied to deaf people and other groups with communication difficulties:

Identification of needs.

Criteria for making adaptations.

Assessment of the importance of accessibility for the social participation of deaf people and other groups with communication difficulties.

Coordination of the actions and agents involved.

d) Implementation of strategies to promote social awareness:

Dissemination to the service of social awareness.

Elaboration of documentation for broadcast:

Documentary sources.

Strategies for information search.

Formal and informal sources of communication.

Social media. Impact indexes:

Specific to disability.

Generalists.

Institutional journals.

Technicians and specialized.

Cultural and artistic promotion of deaf people and other collectives with communication difficulties.

Importance of interassociative cooperation and digital social networks in social outreach and awareness.

e) Implementation of strategies to promote the social participation of deaf people and other groups with communication difficulties:

Legal framework for associative fabric.

Associative Tissue of deaf and other collectives with communication difficulties:

Characteristics and organizational model.

Leadership and participation.

Creation, management, and technical support.

Social and participatory reality of deaf and other collectives with communication difficulties inside and outside their social networks.

Analysis of strategies for social participation of deaf people or with communication difficulties.

Participation dynamics: seminars, workshops, congresses and forums.

Creating and maintaining digital social networks.

Selection of communicative and participation techniques applicable to deaf and other groups with communication difficulties.

Elaboration of the documentation associated with the participation process: reports, reports, press releases, information notes and conclusions, among others.

Application of technologies for communication, information and dissemination in sign language.

f) Performing control and monitoring activities for social awareness and participation programmes:

Control and monitoring techniques applicable to social awareness and participation actions.

Elaboration of protocols and control instruments.

Fulfillment of records.

Determining accessibility and participation indicators.

Impact Indexes.

Intervention feedback mechanisms. Elaboration of instruments and protocols.

3. Professional module: Socio-educational intervention with deaf people.

Code: 1113.

Contents:

a) Characterization of communicative intervention with deaf people:

Analysis of the methodological principles of intervention with people with deafoceguers.

Cognitive processes in people with congenital deafocegena:

Feeling.

Perception. Perceptive integration.

Attention: sustained, shared, and shared.

Memory.

Intervention levels:

communicative interaction.

Developing the communication.

Language.

Learning processes:

Mediated learning.

Learning about behaviors in congenital deafociegas.

Defining and types of problematic behaviors.

Communicative value of the behavior of the deaf person:

Theory of interpretation of behaviors as communicative demand.

Variables involved in problem behaviors.

Personal strategies and attitudes that favor the decrease or elimination of problematic behaviors in people with deafocasties.

Programs of personal autonomy in people with congenital deafocedefects.

Implications of acquired deafness:

Personal Autonomy.

Adjusting to the new sensory situation.

Adapted learnings.

b) Organization of intervention with deaf people:

Analysis of care programs. Elements. The individualized plan of care in the general framework of the workplace.

Intervention areas:

Engine development. Postural control. Locomotion. Development thick motor. Advanced motor development. Motor visual development.

Perceptive capabilities. Visual development. Hearing development. Touch development. Taste and olfactory development. Kinesthetic system.

Cognition, communication and language: cognitive development. Receptive communication. Expressive communication. Language development.

Education. The work for centers of interest.

Personal Autonomy.

Adjustment to disability.

Job skills.

Social development: relationship to equals. Relationship to the adult.

Technologies for communication and access to information.

Design of activities in the intervention with deaf people.

Elaboration and adaptation of teaching materials and resources.

Identification of resources for intervention with deaf people.

The interdisciplinary team:

Team members.

Functions and areas of responsibility.

Interrelationship structure and schema.

The role of the senior technician in Communicative Mediation in the interdisciplinary team:

Assessment of the need for permanent training in intervention with deaf people.

Coordination between professionals.

Assessment of the importance of coordination among professionals.

c) Implementation of communicative mediation programs in centers with deaf people:

Intervention strategies and techniques in early care.

The observation and desire to act:

Body contact. The importance of touching and being touched.

Social and emotional development in the deaf baby:

The expression of emotions in early ages.

Routines.

Activities and everyday objects. Reference objects.

The recognition of the self and the experiences of the environment.

Development and adaptation of materials in early care.

Strategies and techniques of intervention in special and special education centers:

The importance of the partner as a social nexus. How to drive the relationship with the other.

Regulation of social behavior. Nonverbal communication skills.

Techniques for the adaptation of content and school materials or academics.

Strategies to support motivation for an independent life. Respect for the initiative.

Strategies and techniques of intervention in institutions in the social field:

Communicative mediation and workplaces.

Communication mediation strategies for incorporation into the task or position to be performed.

Communicative mediation strategies for relational integration with peers.

Strategies and techniques of intervention in institutions in the residential area:

Communicative dynamization in the residential area.

Strategies to engage the deaf person in leisure activities.

Assessment of teamwork in each of the areas of intervention.

d) Implementation of communicative mediation programs in the family and social environment:

Family and deafness:

The impact of deafocegueas in the family.

Family unit needs: medical, economic and training, among others.

The relationship of the deaf person to their social environment.

The role of the senior technician in Communicative Mediation in the social and family domains.

Valuing the role of the mediator as a communicative model.

Guidelines to promote communicative competence in the family domain:

Mediation resources and strategies for alleviating isolation situations: peer-to-peer relationship.

Communication mediation guidelines for the organization and management of housing.

Communication mediation guidelines in the resolution of basic demarches.

Strategies and techniques of communicative mediation in the field of leisure and leisure time.

Good practices in family and social unity:

Respect for intimacy.

Neutrality.

Objectivity.

e) Realizing the follow-up of communicative intervention:

Indicators for evaluation.

Fulfillment of records:

Communication notebook.

Logs and scales.

Elaboration of instruments.

Selection of spaces and times.

Elaboration of reports and memories.

Transmission of information to the interdisciplinary team:

Strategies and channels of communication between the elements involved in the tracking process.

Detection of new adaptation needs.

Channels of communication in the monitoring of the mediation process:

Communication in the work team.

Motivation techniques.

Assessing the importance of objectivity in the assessment:

Assessment and adaptation procedures for those involved.

4. Professional module: Context of communicative mediation with deaf people.

Code: 1114.

Contents:

a) Characterization of the role of the mediator in communication:

Definition of communicative mediator for deaf people.

Analysis of the mediation process.

Objectives of communicative mediation.

Communication mediation types:

General mediation.

Educational mediation.

Social mediation.

Professional skills of the senior technician in Communicative Mediation.

Differences between the different professional figures involved with people with deafocerent:

Conceptual.

Functional.

Valuation of communicative mediation in interventional with deaf people.

b) Characterization of the collective of people with deafocealness:

Sordoceguera:

Conceptions.

Qualitative and quantitative criteria.

Incident.

Most frequent etiologies of deafocerest:

Charge Syndrome.

Wolfram Syndrome.

Usher Syndrome.

Other.

Identification of the main visual and auditory pathologies causing the deafocegual:

Visual: retinopathies, glaucomas, macular degeneration, among others.

Hearing: otosclerosis, otitis, malformations, labyrinthintis, viral or bacteriological and ototoxic disease, among others.

Congenital deafness:

Causes: prenatal, perinatal and postnatal.

General features.

Acquired deafness:

Sordociegas with congenital hearing impairment and loss of vision acquired: causes and characteristics.

deafociegas with congenital visual impairment and acquired hearing loss: causes and characteristics.

People born without visual or hearing impairments and who suffer loss of vision and hearing throughout their lives: causes and characteristics.

Analysis of the performance levels of deaf people:

Low operating level.

Average operating level.

High level of operation.

Differential aspects of the intervention between congenital and deafocated deafoceguages.

c) Implementation of communicative situations:

Heterogeneity of communication systems:

Alphabetic systems.

Non-alphabetic or signed systems.

Systems based on the oral language.

Systems based on write codes.

Other resources to support communication with deaf people.

The read-write code braille.

System choice criteria or communication resource:

Sensorial characteristics.

Analyzing the communicative environment of the deaf person.

Respect to the priorities of the user's choice of the system.

Communication with deaf people:

Contact Take.

Communication start guidelines.

Communication Guidelines.

Adaptations to the specific characteristics of each communication situation.

Preparing the communication situation.

Assessment of context in communicative exchanges.

d) Realization of displacements with people with deafness:

Guide-to-seer techniques on displacements.

Independently-scrolling techniques:

Personal protection techniques.

Locating objects.

Indoor spaces orientation techniques for deaf people.

External space orientation techniques for deaf people.

Adaptations of the guide-seer technique during communication in the displacements: communicative guidelines.

Travel security. Differentiation of risk situations and contact through touch.

(e) Use of thatiphonic aids and specific communication and access to information technologies:

Using screen magnifiers:

General features.

Elements of support for vision access. Voice synthesis.

Usage of screen readers:

General features.

Access by voice synthesis: features. Elements of support for hearing impairment.

Braille line access: general features. The braille lines.

Using computer applications:

Text processors.

Internet Browsers.

Email Managers.

Instant messaging programs.

Access to printed information:

Scanner.

OCR software.

Tiphlotechnical autonomous devices for the treatment of information:

Electronic voice and/or braille annotators: features and functionality. Models (voice synthesis and braille access).

Devices for the reproduction of books in sound format (Daisy): specific devices. Software.

Printers: ink. Braille.

Specific typhonic software: dictionaries. Editors.

Devices and software for mobile telephony access:

Screen readers: access by voice synthesis. Features. Elements of support for hearing impairment.

Access by braille: features. Reading and writing braille on mobile phone terminals.

Using communicators.

Valuation of the importance of the technical aids and the technologies for the daily life of the deaf people.

5. Professional module: Sign language.

Code: 1115.

Contents:

a) Recognition of everyday information contained in clear and simple signed speeches:

Guidelines for establishing communication.

Body expression, facial and space use skills:

Different situations and moods using the body itself.

Discrimination and visual memory skills.

Use of space as an expressive and grammatical resource.

Space as an expressive resource:

Dimensions. Flat. Addresses. Trajectories. Times.

Tridimensionality. Drawing in space. Spatial design.

Symbolism of space.

Spatial elements and communication.

Driving agility and coordination:

Duration, intensity, trajectory and pace of movement.

Qualities of motion: severity, tension, space and time, its expressiveness.

Temporality of the movement. Expressive application.

Segmentation.

Greetings, goodbyes, and formal and informal presentation:

The spelling.

Pronominal copy.

Present to another.

Make excuses.

Know how to ask for permission and apologies in a simple way.

Ask and give the address.

Order the replay.

b) Emission of simple messages in Spanish sign language:

Extend Personal Identification:

Provenance, age, marital status, and parentage.

Describe people:

Physical descriptions of people.

Attribute qualities to others.

Description of places: home, street, neighborhood, and city.

Description and identification of objects:

Descriptors or classifiers.

Embedding the number to the pronoun.

Suprasegmental elements and body expression.

Locate people, objects, and places.

Ask for and give spatial information.

Using the topographical and syntactic space.

Order and give instructions on places and addresses.

Ask for permission. Grant and deny.

Reject and accept a proposal, offer, or invitation.

Reply to an order, a request, or a request that is categorically denied.

Accept a proposal, an offering, or an invitation.

c) Translation of simple, clear and well-structured messages in Spanish sign language:

Express feelings, opinions, desires, tastes and preferences:

To express causality, alternatives, certainty, ignorance, tastes, preferences, needs, doubt, ignorance, indecision, disappointment, desire, invite or reject an invitation and disagreement.

Suprasegmental elements (facial expression).

Give and ask for opinions:

Show agreement or disagreement with opinions.

Apologize.

Order and grant permission.

Sort, advise, recommend, and prohibit.

Express common actions:

Ask and tell the time.

Schedules and dates.

Structuring, building and interpreting speech:

Set the communication.

Indicate that the account is followed with interest.

Propose the closure.

Ask for a person or thing.

Ask to wait.

Suprasegmental elements.

Propose, suggest, warn and advise.

Offer yourself to do something.

Exchanges of personal information.

Leisure: likes, hobbies, sports, habits, activities and functions.

The family.

Relationships.

Ask for and offer information and help.

d) Application of the Spanish sign language to express simple opinions and requests:

Talk about the environment and home. Expressions of loathing, charming and liking much.

Description of an action that is performed for a certain amount of time:

Talk about the existence or not of any event.

Talking about concurrent actions and the distance to which something is found.

Make and express personal plans, projects and experiences. Negotiate a deal.

Express obligations.

Sequence of actions in the syntactic and topographical space.

Give tips and suggestions.

OK and refuse. Apologize or excuse yourself.

Make, accept, and reject suggestions.

Common and non-usual actions.

Give an order or instruction.

e) Conversation in Spanish sign language spontaneously:

Narrate actions in the past and in the future:

Temporal markers of past, future, and indeterminate future. Start and end actions in the past and in the future.

Space use as the time regulator.

Describe actions in the past. Tell anecdotes.

Talk about the first time something happened. Express the time difference between multiple actions.

Narrate in a finished and not finished time period:

Expressions that indicate the start and end of the actions.

Talk about future actions that depend on a condition.

Make promises, justify us, conjecture and predictions, invite and offer, talk about something without specifying.

Refer to the future from the past and vice versa.

6. Professional module: Ample of application of the sign language.

Code: 1116.

Contents:

a) Identification of information contained in signed speeches:

Control communication. Express and provoke curiosity.

Repeat, ask, doubt, and summarize.

The imperative.

Expressions in Spanish sign language: curiosity or surprise. Indicate difference in times past.

Give instructions, tips, recommendations, and solutions.

Grant permission, give orders, offer something, show disagreement, and express courtesy.

Convince, attract attention and encourage action.

Persuading.

b) Understanding messages in Spanish sign language:

Describe body positions. Descriptors or classifiers.

Talk about the past. Express wishes and probability in the past and in the future.

Position a previous action to another from the past.

Facial Expressions to indicate difference of times past.

Express concern, strangeness, probability, reactions to a desire, regret, reassure, deny and affirm with decision.

Probability markers and uses of past participle.

Indicate the existence of someone or something.

c) Expression of clear and well-structured Spanish sign language messages:

Describe and Define.

Argumentation: speech organizers, descriptors and classifiers.

Organize and argue.

Identify objects, places, and people. Give secondary information.

Request information about whether something is known or knows something or someone.

Order something by specifying.

Describe elements of nature.

Value and review. Highlight or attach importance to something.

Relate two moments in time.

Express the time an action occurs.

Set the future time.

Temporary Nexos and Temporary Line-based Space.

d) Using the Spanish sign language to argue and describe everyday experiences and events:

Give explanations and apologize: express resignation, regret, calm and comfort someone.

Explain the motive or cause of an action, the real cause of something denying another explanation and giving explanations or apologizing for something.

Justify an opinion by denying another opinion.

Express consequence and purpose:

Argumentation connectors.

Argue. Talk about advantages and disadvantages.

Give tips and recommendations.

Express and offer help. Apologize.

Reject an invitation or offer.

Express desire, strangeness and gratitude. React to gratitude.

Offer help, a service, or an idea. Congratulations.

e) Employment of the Spanish Sign Language to express and understand discourses:

Express judgments and values. Feelings and preferences.

Show yourself for or against an idea.

Express complaints and regrets. Give advice and recommendations.

Temporal sentences related to chronological age and evolutionary stages.

Causal (present, past, and future) subordinate sentences with syntactic and topographic space.

Duration-determined expressions by space and related verbs.

Body descriptors marked in space or in the body. Semantic and pragmatic use.

Adversarial coordinating conjunctions.

Justify and argue an opinion.

Propose solutions to problems. Accept or reject proposals.

Expressions that establish speech cohesion in the syntactic space.

Express probability and formulate hypotheses.

Probability expressions and hypotheses.

Making projects for the future.

Express plans.

Using the syntactic space: direct and indirect style.

Explain the causes and consequences of something. Apologize and make excuses.

Expressions of temporal and spatial agreement of speech.

Say something with other words and draw conclusions.

Parafrasis and circumloquios using syntactic and topographic space.

7. Professional module: Intervention with people with communication difficulties.

Code: 1117.

Contents.

a) Characterization of the intervention:

Analysis of the intervention scopes:

The family.

The educational center.

Services and/or social centers and associations.

Job insertion services or in the job center.

Superior Technician Functions in Communicative Mediation:

In the multidisciplinary team.

In the context of the mediation.

Communication process.

Elements of the communication.

Mechanisms of language acquisition: phonetic, semantic, morphosyntactic and pragmatic development.

Difficulties in language acquisition and production.

Alterations to the symbolic function and social capacity related to language.

b) Characterization of the intervention context:

Legislative framework.

Identification of institutions related to the intervention collective:

Healthcare.

Education.

Social Services.

Employment.

Analysis of the variables that determine the heterogeneity of the population with communication difficulties:

Definition.

Etiology.

Evolution.

Single or multiple disability character.

Environmental factors.

People with communication and social interaction difficulties: autism spectrum disorders (TEA):

Autism.

Generalized development disorders (TGDs).

Asperger syndrome.

Rett Syndrome.

Child disintegrative disorder.

People with language development disorders:

Secondary disorders to intellectual disability.

Language-specific disorders.

People with access to oral language difficulties.

People with acquired language difficulties: aphasias.

Incidence in the population with disabilities. Statistics.

The role of the environment in communication.

c) Development of communicative mediation programs for people with communication and social interaction difficulties:

Analysis of social relationships in TEA and language-specific disorders (TEL).

Basic communicative functions.

General communication and language intervention strategies in the TEA and TEL:

Learning without error, significant, and in natural environments.

Functionality.

Principle of minimum environmental restrictivity.

generalization.

Physical aids: molding and withdrawal of aid.

Routines as learning modes.

Anticipation and structuring through visual supports:

Physical structure. TEACCH method.

Temporary structure as a system of anticipation. Visual calendars.

Basic features and criteria for using visual supports.

Early Intervention Communicative Modes:

Instrumental behaviors.

Communicative use of the look.

Pointing gestures.

Natural gestures.

Major communication systems used by people with communication and social interaction problems:

Schaeffer.

Systems based on image exchange.

Selection criteria for one system or another, depending on the characteristics of people with TEL.

Attitudes right in the intervention with people with TEL.

d) Development of communicative mediation programs for people with speech and language disorders:

Characteristics of people with speech and language disorders:

Hearing impairment.

Intellectual disability.

Drive affects.

Anartrias.

Disartrias.

Disglosas.

Afasias.

Analysis of minimum communicative signals.

Specific intervention strategies based on language and speech levels:

Communicative accessibility.

Acoustic adaptations.

Autonomy.

Media support for oral communication:

Read-lip.

Visual Calendars.

Subtitled.

Early Intervention Communicative Modes:

Communicative use of crying, smile, gaze and gestures.

Natural and learned gestures.

Symbolic play.

Criteria for selecting the support system for people with communication and speech disorders.

Attitudes right in intervention with people with speech and language disorders.

e) Realization of control activities and follow-up of the intervention:

Drafting record sheets:

Register of communicative functions.

Expressive vocabulary record.

Comprehensive vocabulary record.

Register of communicative contexts:

Familiar.

School.

Leisure and leisure time.

Checking the operation of personal technical aids:

Cochlear Implant.

Auditory prostheses.

Checking the operation of collective technical aids:

Frequency modulated.

Magnetic Loop.

Electronic visual signals.

Identification of resource adaptation needs.

Using information and communication technologies for reporting and reporting.

Importance of the transmission of information to the multidisciplinary team in the intervention with people with communication difficulties.

8. Professional module: Communication intervention techniques.

Code: 1118.

Contents:

a) Intervention in communicative mediation situations:

Professional rules concerning, attitude and presentation:

Choice of indumentaria.

Punctuality.

Rules and principles of mediation with users referring to the development of the communication process:

Choosing the location.

Fidelity of the interpretation of messages.

Neutrality.

Professional relations with regard to the treatment with the user:

Confidentiality aspects.

Regarding autonomy.

Appropriate behavior.

Theoretical principles of mediation processes with users:

Different types.

Modes.

Classes.

Methods and instruments of communication mediation.

Communication mediator profile:

Relationship with the interpreter and the guide.

Personal, intellectual and ethical characteristics.

General knowledge.

Role of the communicative mediator with users.

b) Organization of the mediation process with signants:

Communicative mediation situations with users.

Services in general.

Specific services:

Administrative steps.

Neighbor meetings.

Medical.

Techniques and strategies for performing mediation with users:

Attention and concentration.

Memory.

Taking notes.

Mental Agility.

Verbal fluency.

Resources for lexicon creation.

Methods of interpretation applied to communicative mediation, adapted to each context or situation.

Definition and features.

Interpretation as a way of accessing information and communication and cultural interaction.

Consecutive transfer.

Simultaneous transfer.

Interpretation on the phone, and in your case video phone.

Interpretation of written texts.

Preparing the communicative mediation activity with users:

Type of service.

Characteristics and needs of users.

Language codes to use.

Interpretation techniques to be developed.

Means of support and possible technical assistance.

Session duration.

Professional and Labor Standards.

c) Emission of messages signed from oral messages:

Communication mediation activities: interpretation (oral or signed), translation, telephone and summary, among others.

Communicative mediation of oral language to Spanish sign language in a row.

Communicative mediation of oral language to Spanish sign language simultaneously.

Techniques, instruments and support resources of the communicative mediation:

Message: content, context, emotional character, style, and record.

Perception. Vision and hearing.

Link systems: attention and memory.

Understanding: linguistic analysis, mental imaging, and personal restructuring of an idea.

Interpretation: internal reformulation of the original message in the final language and production of the message in the final language.

Human resources involved.

Expressive resources of the Spanish sign language.

Resources for lexicon creation.

Perifrasis.

Classifiers.

Dactylology.

Retention, memory, perception, and concentration strategies.

Square of letters.

String method.

Method to remember abstract words.

Peg Method.

Method to remember names and faces.

d) Emission of oral messages, or if any, written from signed messages:

Express resources:

Entoning.

Pace.

Vocalization.

Techniques, instruments and support resources of mediation with users.

Concentration techniques for the perception of signed messages.

e) Evaluation of communicative mediation:

Resources and strategies for self-assessment.

Support resources.

Evaluation agents:

The teamwork.

The user person.

Common errors:

Linguistic errors.

Non-linguistic errors.

9. 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:

Elaboration of communication boards.

High and low technology aid:

Using technology 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.

Natural.

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.

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, information and communication technologies. 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: 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, child or child and infant:

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:

Awareness level assessment:

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 injured person.

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 and 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.

Rugged security positions and wait.

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 simple 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.

12. Professional module: Communication mediation project.

Code: 1119.

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.

13. Professional module: Training and employment orientation.

Code: 1120.

Contents:

a) Active job search:

Assessment of the importance of lifelong learning for the career and career of the senior technician in Communication Mediation.

Analysis of personal interests, skills and motivations for the professional career.

Identification of training itineraries related to the top technician in Communication Mediation.

Responsible for learning itself. Knowledge of the requirements and expected fruits.

Definition and analysis of the professional sector of the title of Superior Technician in Communicative Mediation.

Planning your own career:

Setting work goals, in the medium and long term, 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:

Methods for conflict resolution or suppression: mediation, reconciliation, and arbitration.

Valuation of the advantages and drawbacks of the team work for the organization's effectiveness.

Equipment classes in the social services 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.

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 Communicative Mediation.

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 services 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 or 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.

First aid. Medical urgency. Basic concepts.

Application of first aid techniques.

Training for workers in the field of emergency plans.

Surveillance of workers ' health.

14. Professional module: Enterprise and entrepreneurial initiative.

Code: 1121.

Contents:

a) Entrepreneurship Initiative:

Innovation and economic development. Main features of innovation in the activity of social services (materials, technology and production organisation, 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 services.

The performance of entrepreneurs as entrepreneurs in the social services 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 social services scope.

Good practices of entrepreneurial culture in the social services 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 company related to social services.

The company's specific environment.

Analysis of a company's specific environment related to social services.

Relationships of a social services company with your environment.

Relations of a social services 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 services 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 Services.

Analysis of sources of financing and budgeting of a company related to social services.

Aid grants and tax incentives for SMEs related to social services.

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 services.

15. Professional module: Training in workplaces.

Code: 1122.

Contents:

a) Identification of the structure and business organization:

Structure and business organization of the communicative mediation sector.

Company activity and its location in the communicative mediation 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 communication mediation activity preparation operations:

Interpretation of instructions for the preparation of the communicative mediation activity.

Identification of the documentation associated with the preparation of the communicative mediation activity.

Application of intervention control regulations and procedures.

Conditioning spaces for intervention in communicative mediation.

Adequacy of the activity to the guidelines and criteria set out in the programming of the intervention.

Identification of communicative 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 communicative mediation activity.

Interpretation of instructions for performing the communicative mediation activity.

Application of established procedures for performing tasks.

Application of deontological criteria in the development of mediation activity.

Confidentiality of information.

Attitudes in relation to users.

Use of technical resources and means of communication support. Usage procedures.

Valuation of the importance of adapting the techniques used to the communicative needs of people.

e) Compliance with security and hygiene criteria:

Health-hygiene rules.

Identification of hygiene-sanitary or security risk behaviors.

Adequacy of clothing to work activity.

Personal 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 the communicative mediation 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: Superior Technician in Communicative Mediation

1114. Context of communicative mediation with deaf people

1115. Sign language

	Module	Duration (hours)	First Course (h/week)	Second
				2 Quarters (h/week)	1 quarter (hours)
0017. Social skills.(1)	100	3
1111. Social integration methodology for people with communication, language and speech difficulties	75	2
1112. Social awareness and participation	115	4
170	5
185	6
1117. Interventional with people with communication difficulties.(1)	90	3
1118. Communicative intervention techniques.(1)	135	4
90	3
1113. Socio-educational intervention with deaf people	125		7
	0020. First aid (1)	40		2
1116. Sign language application scopes	125		6
	0343. Increased and alternative communication systems. (1)	120		6
1120. Job training and guidance	90		4
1121. Enterprise and entrepreneurship	60		3
reserved for the imparted module in English	40
1122. Job center training	400			400
1119. Communication mediation project	40			40
in the formative cycle	2,000	30	30	440

⁽¹⁾. Professional modules that are cross-cutting to other vocational training qualifications.

ANNEX III

Modules capable of being imparted in the English language

0017. Social skills.

1112. Social awareness and participation.

1120. Training and employment guidance.

1121. Enterprise and entrepreneurial initiative.

ANNEX IV

Minimum spaces and equipment

Spaces

Form Space

Surface
30 pupils	20 pupils
60	60	40
Mediation Workshop	60	40

Minimum Equipment

Forative Space

-purpose Aula.	Computers installed in network, projection system, and Internet. Audiovisual media. Application software
mediation workshop.	Computer. Screen reader software. Screen magnification software. Scaner. OCR Software. Mobile Phone.