Order Ecd/1542/2015, On 21 July, Which Establishes The Curriculum Of The Formative Cycle Of Top Grade Corresponding To The Title Of Senior Technician In Communicative Mediation.

Original Language Title: Orden ECD/1542/2015, de 21 de julio, por la que se establece el currículo del ciclo formativo de grado superior correspondiente al título de Técnico Superior en Mediación Comunicativa.

Read the untranslated law here: http://www.boe.es/buscar/doc.php?id=BOE-A-2015-8477

The Royal Decree 831/2014, on 3 October, which establishes the title of technician in communicative mediation and fix their minimum educations, acts in accordance with the Royal Decree 1147 / 2011, July 29, which establishes the general management of the vocational training of the educational system, which defines the structure of the titles of professional training and specialization courses in article 9 , on the basis of the national catalogue of professional qualifications, the guidelines laid down by the European Union and other aspects of social interest and implements the mentioned title of senior technician in communicative mediation.

The law organic 2 / 2006, of 3 of mayo, of education, establishes that them administrations educational will develop the curriculum of them titles of training professional, starting from the curriculum basic and in the conditions established in its article 6 bis.4. Schools will develop and complete, where appropriate and as established by the educational administrations, the curriculum of the different stages and cycles in use of their autonomy as set out in chapter II of title V of the aforementioned organic law.

Royal Decree 831/2014 of October 3, in his sole repeal provision, repeals the Royal Decree 1266 / 1997, of 24 July, which establishes the curriculum of the training cycle of top grade corresponding to the title of senior technician in interpretation of the language of signs, established under the auspices of the organic law 1/1990 of 3 October , of management General of the system education.

In accordance with the foregoing and after a Royal Decree 831/2014, October 3rd, has set the professional profile of the title of technician in communicative mediation, the basics of the curriculum and other aspects of the academic planning, to ensure a common training and guarantee the validity of the titles throughout the national territory, now should be laid down in the scope of management of the Ministry of education, culture and sport, the expansion and contextualization of the contents of the professional modules included in this title, respecting the professional profile of the same.

The needs of a market of work integrated in the European Union require that the teachings of training pay special attention to the languages of the countries members, incorporating them into its training offer. In this sense, this training cycle includes in the curriculum for training in English language, in response to the provisions of the Royal Decree 1147 / 2011, July 29.

Also, the curriculum of this cycle formative is sets from the respect to the autonomy pedagogical, organizational and of management of them centers that impart training professional, driving these the work in team of the Faculty and the development of plans of training, research and innovation in its field teaching and them performances that favor it improves continuous of them processes training.

Moreover, them centers of training professional will develop the curriculum established in this order, taking in has them features of the students, with special attention to the needs of the people with disability.

Finally, fits specify that the curriculum of this cycle training integrates them aspects scientific, technological and organizational of them teachings established to achieve that the students acquire a vision global of them processes productive own of the profile professional of the technical superior in mediation communicative.

In the process of elaboration of this order has issued report of the State School Board.

For all of the above, in virtue, I have: CHAPTER I General provisions article 1. Object.

This order is intended to determine, from the basic curriculum established in Royal Decree 831/2014, on 3 October, which establishes the title of technician in communicative mediation and fix their minimum educations, the curriculum of the training cycle of top grade corresponding to the aforementioned title.

Article 2. Scope of application.

The curriculum established in this order shall apply within the territorial scope of the Ministry of education, culture and sport management.

CHAPTER II curriculum article 3. Curriculum.

1. the curriculum for the teaching of vocational training of the educational system corresponding to the title of senior technician in communicative mediation, established in Royal Decree 831/2014, on 3 October, is determined in the terms set out in this order.

2. the profile professional of the curriculum, that comes expressed by the competition general, them skills professional, personal and social, and them qualifications and them units of competition of the catalogue national of qualifications professional, is the included in the title of technical Superior in mediation communicative, referred in the point earlier.

3. the General objectives of the curriculum of the training cycle, the objectives of professional modules expressed in terms of learning outcomes and assessment criteria are included in the title of technician in communicative mediation, referred to in paragraph 1 of this article.

4. them contained of them modules professional that make up the present curriculum, adapted to the reality socio-economic as well as to the prospects of development economic and social of the environment, are them established in the annex I of this order.

Article 4. Adaptation to the socio-productive environment.

1. the curriculum of the cycle training regulated in this order is set taking in has it reality socio-economic and them features geographical, partner-productive and labour own of the environment of implantation of the title.

2 vocational training centres will benefit necessary autonomy pedagogical, organisational and economic management for the development of the teachings and its adaptation to the specific characteristics of the socio-economic, cultural, and professional environment.

3. the authorized to deliver this training cycle will realized and develop curricular and organisational measures that are most appropriate to the characteristics of its students and of their production environment, flexibly and in use of their pedagogic autonomy, within the general framework of the educational project, in the terms established by the organic law 2/2006, education.

4. the curriculum of the training cycle regulated by this order will take place in educational programs or curriculum development, enhancing or creating the culture of prevention of occupational hazards in the spaces where be given professional modules, as well as promoting a culture of environmental respect, excellence in work, compliance with standards of quality, creativity, innovation gender equality and respect for equality of opportunity, the 'design for all' and universal accessibility, especially in relation to people with disabilities.

Article 5. Adaptation to the educational environment.

1. them centers of training professional managed by the Ministry of education, culture and sport will develop the curriculum established in this order, taking in has them features of the students and of the environment, attending especially to them people with disability, in conditions of accessibility and with them resources of support necessary to ensure that this students can study these teachings in the same conditions that the rest.

2. in addition, the teachings of this cycle will be taught with a flexible and open methodology based on self-learning and adapted to the conditions, capabilities and needs of students, so as to enable reconciliation of learning with other activities and responsibilities.

Article 6. Duration and sequencing of professional modules.

1. the duration total of them teachings corresponding to this cycle training, included the module professional's training in centres of work, is of 2,000 hours.

2. the professional modules of this training cycle, when they are offered on a face-to-face basis, will be organized in two academic years and shall be adjusted to the sequencing and weekly hourly distribution determined in annex II of this order.

3. the first academic year will take place entirely in the educational center. To be able to attend the second course, you will need to have passed the professional modules involving altogether, at least eighty percent of the hours of the first course.

4. is will ensure the right of registration of who have exceeded some module professional in another community autonomous in the terms established in the article 48.3 of the Real Decree 1147 / 2011, of 29 of July, by which is sets it management general of it training professional of the system educational.

5. with character general, during the third quarter of the second course, and a time reached the evaluation positive in all the modules professional made in the Center educational, is develop the module professional of training in centers of work.

6. exceptionally, and in order to facilitate the adjustment of the number of registered people to the availability of training posts in enterprises, approximately half of the second year students may develop module professional training in workplace during the second quarter of the second year, provided they have positively passed all the professional modules of the first academic year.


7. without prejudice of it earlier and as consequence of the temporality of certain activities economic that can prevent that the development of the module professional of training in centers of work can adjust is to them alleged previous, this is may organize in others periods matching with the development of the activity economic own of the profile professional of the title.

8. in any case, the evaluation of the module professional's training in centers of work will be conditioned to the evaluation positive of the rest of them modules professional of the cycle training.

Article 7. Professional project module.

1. the professional module 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 technician in communicative mediation.

2. in General, this module will be taught by teachers who exerts the tutoring of training in workplace.

3. the module professional of project is will develop during the last period of the cycle formative, combining it tutoring individual and the collective, so, unless, the 50% of the duration total is carry to out of form face-to-face and is complete with it tutoring to distance in which is used them technologies of the information and the communication.

4. in any case, and before the start of the professional training module in workplace, responsible teachers must anticipate the teaching and learning activities that facilitate the development of the professional project module.

5. the evaluation of this professional module will depend to the positive evaluation of the rest of the professional modules of the training cycle, including training in workplace.

Article 8. Bilingual education.

1. the curriculum of this cycle training incorporates the language English of form integrated at least in two modules professional between which compose it all of the cycle training. These modules will be taught by teachers with teaching attribution in them and, in addition, having the linguistic qualification corresponding to level B2 of the common European framework of reference for languages.

2. to the object of ensure that the teaching bilingual is provided in the two courses academic of the cycle training of form continued, is will choose modules professional of both courses.

3. likely to be taught in English language modules are the designated annex III.

4. as a result of the greater complexity involved in the transmission and reception of teaching in a language other than the mother, the professional modules taught in English language increase their workload time, three hours per week for the set of modules that are taught in the first year and two hours for which develop during the second year. In addition, teachers who impart these professional modules will be assigned, in your individual schedule, at least three hours a week to prepare. These hours will have the same character that the hours teaching.

5. with character exceptional and of form transient until the year 2020, when the faculty with attribution teaching not count with the level of English demanded in these modules professional, will share a total of three hours weekly for the joint of them modules that is given in the first year and two hours for which is develop during the second course with a professor or a Professor of the specialty of English. In this course, the programming of these modules will include, at least, a unit of work or teaching to be held exclusively in English language and the rest of didactic units will incorporate given teaching and learning activities exclusively in English at the assigned time.

6. with character exceptional, and for who it request, in the case of students or of students with disability that can present difficulties in its expression oral (paralysis brain, deafness...) is established measures of easing and/or alternative in the requirement of teaching of modules in language English, so can study all them teachings of them modules professional in its language maternal.

CHAPTER III faculty, spaces and facilities article 9. Qualifications and accreditation of requirements of the faculty.

1. the specialties of faculty with teaching attribution in professional modules that constitute the teachings laid down for the title referred to in article 1 of this order, as well as equivalent qualifications for the purpose of teaching, are pick-ups respectively in annexes III A and III B of the Real Decree 831/2014, October 3rd.

2. with the aim of ensuring compliance with article 12.6 of Royal Decree 831/2014, on 3 October, for delivery of professional modules that comprise it, privately owned centres or public owned by other than the educational administrations, it must demonstrate that it complies with all the requirements established in that article, providing the following documentation (: a) certified photocopy of the official academic title demanded, according to the qualifications listed in annex III C of Royal Decree 831/2014, October 3rd. When the qualification presented is linked with the module professional that is want to impart, is considered that encompasses in itself same them goals of said module. Otherwise, in addition to the degree, the documents referred to in subparagraph (b) be provided) or c).

(b) in the event that want to justify that teachings leading to the qualification provided encompasses the objectives of professional modules that is intended to impart: personal academic certification of studies, original or authenticated, issued by official site, stating the teachings taken detailing the subjects.

Programs of them studies contributed and completed by the person interested, original or photocopy thereof of them same, sealed by the own university or Center teaching official or authorized corresponding.

c) where it is necessary to justify through work experience, at least for three years, has developed its activity in the sector linked to the professional family, its duration will be credited with the corresponding supporting official document, which will be: certification of the company or employer organization specifically indicating the activity carried out by the person concerned. This activity has to be implicitly related to the learning outcomes of the professional module which aims to impart.

In the case of those who work on their own, statement by the person concerned of the most representative activities related to learning outcomes.

Article 10. Spaces and facilities.

Spaces and facilities which must comply with the vocational training centres, to enable the development of teaching activities, are those set out in annex IV of this order and shall comply with the provisions of article 11 of Royal Decree 831/2014, October 3rd, as well as the legislation on equal opportunities, 'design for all' and universal accessibility , prevention of occupational health and safety in the workplace.

CHAPTER IV other offers and modality of these teachings article 11. Offer remote.

1. the professional modules offered to distance, when by its characteristics they required, ensure students the attainment of all the objectives expressed in the results of learning, through face-to-face activities.

2. them addresses provincial and them councils of education shall take the measures necessary and will dictate them instructions precise to them centers that are authorized for impart this cycle formative in regime face-to-face, for it put underway and operation of the offer of the same to distance.

3 authorised centres for imparting teachings of professional distance learning will have appropriate curriculum materials to be adapted to the provisions of the fourth additional provision of the organic law 2/2006 of 3 May.

Article 12. Combined offer.

In order to respond to the needs and personal interests and give the possibility to combine training with work, with other activities or situations, the offer of these teachings for adults and young people in special circumstances can be combined between regimes of classroom teaching and distance simultaneously, provided the same modules in two modalities do not take at the same time.

Article 13. Offer for adults.

1. the professional modules of this training cycle associated with units of competence of the national catalogue of professional qualifications may be a modular offer aimed at adults.

2. This training will be developed with an open and flexible methodology adapted to the conditions, capabilities and personal needs that allow them to reconciliation of learning with other activities and responsibilities, fulfilling the provisions of chapter I of title IV of the Royal Decree 1147 / 2011, July 29. In addition, this training will be capital to achieve a degree of professional formation, for which it will be necessary to prove the requirements of access.


3. with the aim of reconciling the learning with other activities and responsibilities, the provincial directorates and the departments of education may establish specific measures to fulfil the provisions of article 41 of the Royal Decree 1147 / 2011, July 29 and enable a range of face-to-face and distance simultaneously.

4. to promote it training along the life, it address General of training professional of the Ministry of education, culture and sport may authorize to them addresses provincial and to them ministries of education the teaching, in them centers of its competition, of modules professional organized in units training of less duration. In this case, each result of learning, with their criteria of evaluation and its corresponding block of content, will be the minimum and indivisible unit of partition.

First additional provision. Authorisation to impart these teachings.

Them addresses provincial and them councils of education processed before the address General of training professional it authorization for to impart them teachings of this cycle training, of form full or partial, in regime face-to-face and to distance, of them centers that it request and meet them requirements required according to the legislation existing.

Second additional provision. Enabling language of the teacher's teaching bilingual.

Teachers who go to provide teaching in English language must be in possession, before the date of beginning of each academic year, of the corresponding linguistic empowerment, for which purpose the Ministry of education, culture and sport will conduct a habilitation procedure before the beginning of each course.

Third additional provision. Training of teachers of bilingual education.

Them addresses provincial and them ministries of education scheduled courses and activities of training in language English destined to all the Faculty of training professional that go to impart teaching in modules professional susceptible of be taught in language English, who will have the obligation of attend to them same until get the enabling required. These measures shall apply, at least until the year 2020.

The training offered will be of three types: a) intensive training, through a course made, preferably in the modality, during the month of September.

(b) formation of long-lasting throughout the school year, through a course that combines face-to-face form and online, which will be held outside opening hours of forced stay in the training centre. During the period of preparation of the professional training module in workplace, this course will intensify and will be held, if possible, between the hours of forced stay in the Center.

(c) training in English-speaking country, through courses, which possibly will include cultural visits to institutions and attendance at conferences, and to be held at the end of the year once completed school activities in the training centres.

Available to transient only. Substitution of titles related with these teachings.

1. the students that, at the end of the 2014-2015 school year, fulfils the conditions required for the second course of the title of technician in interpretation of the language of signs, established by the Royal Decree 2060 / 1995, of 22 December, on the basis of organic law 1/1990 of 3 October, General Organization of the educational system, and that has not passed any of the professional modules of the first course of the mentioned title , will be with two calls in each one of them two years successive to be able to overcome such modules professional. After this period, in the school year 2017-2018, apply you the validation, for modules overcome, laid down in article 15(1) of the Real Decree 831/2014, October 3rd, regulated by the organic law 2/2006 of 3 May.

2. to students who at the end of the school year 2014-2015, not satisfying the conditions required to attend the second course of the title of technician in interpretation of the language of signs, established by the Royal Decree 2060 / 1995, of 22 December, under cover of the organic law 1/1990 of 3 October, General Organization of the educational system apply the recognition set out in article 15(1) of the Real Decree 831/2014, October 3rd, regulated by the organic law 2/2006 of 3 May.

3. the students that, to the end the course school 2015-2016, not meets them conditions required to get the title of technical upper in interpretation of the language of signs, established by the Real Decree 2060 / 1995, of 22 of December, to the amparo of it law organic 1 / 1990, of 3 of October, of management General of the system educational, will be with two calls in each one of them two years successive for to overcome such modules professional , except for the module of training in Center of work for which is available of a course school supplementary. To students who after that period had not obtained the title apply the validations for the overmatched modules set out in article 15(1) of the Real Decree 831/2014, October 3rd, regulated by the organic law 2/2006 of 3 May.

First final provision. Application of the order.

The Directorate-General of professional training, is authorized in the scope of their powers, to adopt measures and enact the necessary instructions for the application of the provisions of this order.

Second final provision. Implementation of these teachings.

1 during the 2015-2016 will be implemented the first year of the training cycle to which refers article 1 of this order and they will impart the teachings of first course covered by organic law 1/1990 of 3 October, General Organization of the educational system, corresponding to the Real Decree 2060 / 1995, of 22 December, which establishes the title of senior technician in interpretation of the language of signs.

2 during the 2016-2017 will be implemented the second year of the training cycle to which refers article 1 of this order and they will impart the teachings of second year covered by organic law 1/1990 of 3 October, General Organization of the educational system, corresponding to the Real Decree 2060 / 1995, of 22 December, which establishes the title of senior technician in interpretation of the language of signs.

Available to finish third. Entry in force.

This order shall enter into force the day following its publication in the "Official Gazette".

Madrid, 21 of July of 2015.-the Minister of education, culture and sport, Iñigo Méndez de Vigo and Montojo.

ANNEX I professional modules 1. Professional module: methodology for the social integration of people with difficulties in communication, language and speech.

Code: 1111.

Contents: a) characterization of the context of mediation in communication: identification of sectors of intervention in the field of social integration.

Analysis of the basic processes of the evolutionary development of the human being: motivation, emotion and intelligence socioemotional.

Needs Basic.

Socialization and life cycle.

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

Psychology and sociology applied to the processes of social integration: integration, marginalization and social exclusion.

Concepts and theories about the processes of integration and marginalization social: processes and factors influential in the exclusion social. Indicators.

Stereotypes, prejudice and discrimination.

Assessment of the prejudice and discrimination as causes of exclusion.

Analysis of the processes of formation of attitudes.

Personal identity and group membership.

Cultural configuration of marginalization and disability.

(b) interpretation of the frame of the intervention social: the intervention social: origin, evolution historical and situation current of the systems of protection social and of attention to the dependency.

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

Assessment of the protection social as law.

Analysis of the models of intervention social in Spain and in the countries of our environment: principles basic, structure organizational and functional.

Resources allocated to the action social.

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

Framework administrative, legislative and competence of the intervention social: System of attention to the dependency.

The profile professional of the technical superior in mediation communicative: areas professional of the technical superior in mediation communicative.

Powers and functions.

The equipment professionals.

The interdisciplinarity in the integration social.

Benefits and aid of the administrations to the different collective.

(c) determination of methods, techniques and instruments of obtaining of information: methods and techniques of it research social: methods qualitative and quantitative.

Analysis of the main sources and systems of record of the information. The observation: planning. The interview. Planning and realization of interviews: phases and role of the person interviewer. Main difficulties. The questionnaire, the survey and the compilation documentary.

Development and application of instruments for collecting information.

Possibilities and limitations of different techniques and instruments.


Sources of information: models of reports from different sectors: judicial and social, psychological and psychiatric and medical, among others.

Reliability and validity of the information.

Use of information and communication technologies in the management of information.

Assessment of those aspects ethical of the collection of information.

(d) determination of the elements that constitute a social intervention project: programming of social interventions: concept, functions, theoretical models and types of planning.

Levels of planning: plan, program and project.

General principles and requirements of planning.

Techniques of programming features of the intervention social.

The process of planning. Phases and elements: definition of stroke techniques.

Organization and management of the resource materials and human.

Analysis of internal consistency.

Assessment of the planning as element indispensable of the intervention.

(e) incorporation of the gender perspective in social intervention projects: analysis of the situation from the perspective of gender: processes and techniques.

Language, thought and gender.

Historical perspective of equal opportunities.

Theory of the construction of gender.

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

Roles, stereotype and values in the equality of opportunities of gender.

Legal framework of equal opportunities: equal policies.

Plans, programs and projects of equal opportunities.

Analysis of different resources and organizations 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.

Protocols international. Guides and manuals of language not sexist.

(f) carrying out activities of control and monitoring of the intervention: evaluation of social interventions: models, instruments and techniques.

Functions and purpose of the evaluation.

Criteria for the choice of a model of evaluation.

Phases and elements of the assessment.

Analysis of techniques and instruments of evaluation.

Organization of the resources and activities of evaluation.

Interpretation and analysis of the data obtained in the evaluation.

Importance of evaluation on the quality of the intervention programs.

Preparation and presentation of reports and evaluation reports.

Use of information and communication technologies in the management of information.

Valuation of objectivity in the evaluation.

2. professional module: social awareness and participation.

Code: 1112.

Contents: a) characterization of the collective of the deaf: deaf people features: medical and socio-cultural perspectives.

Psychosocial and cultural.

Analysis of the structural elements of the deaf community.

Communication of deaf people needs: heterogeneity.

Technical and technological resources for daily life.

Prevalence of visual channel to organize and perceive reality.

Risks of dependence on deaf people.

Value identity of the language of signs.

Areas of development of deaf people: family, social and educational contexts of the deaf website.

Influence on the development of deaf people.

(b) design of programs of social awareness and promotion of the participation of deaf people and other groups with communication difficulties: legal framework of rights of deaf people.

Analysis of the collective addressees of the intervention. Identification of needs and characteristics.

Issues and areas related to the deaf community: universal accessibility and "design for all".

Educational models: bilingual and monolingual.

Community, culture and identity of deaf people.

Promotion of the autonomy of the deaf.

Social participation of deaf people.

Participatory planning strategies.

Determination of the objectives of the social awareness programmes.

Methodological principles.

Awareness-raising actions: design activities.

Space resources, materials and personnel.

Timing of the actions of awareness social.

Techniques of communication social.

Assessment of the media of communication social as resources for the awareness and the participation.

(c) Organization of the actions to promote the awareness social: technical and resources of support to promote it awareness social.

Techniques of search of resources conventional: material documentary.

Financing of the actions: supports external. Subscribers. Relationship with the media. Use of resources not conventional: creativity and involvement of the collective. Relationship with the social and cultural environment. Infrastructure of the woven associative.

Resolutions reached in spaces of participation: conferences and forums.

Valuation of the woven associative as resource for the awareness social.

Accessibility and "design for all them people» applied to them people deaf and others groups with difficulties of communication: identification of needs.

Criteria for the preparation of adaptations.

Assessment of the importance of the accessibility to the participation social of them people deaf and others collective with difficulties of communication.

Coordination of the actions and the agents involved.

(d) application of strategies to promote the awareness social: broadcasting to the service of the awareness social.

Preparation of documentation for the broadcast: sources documentary.

Strategies for finding the information.

Formal and informal sources of communication.

Social media. Impact indexes: disability-specific.

General practitioners.

Institutional magazines.

Specialized and technical.

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

Interasociativa cooperation and importance of social networking in the dissemination and social awareness.

(e) implementation of strategies for the promotion of social participation of deaf people and other groups with communication difficulties: legal framework of associations.

Woven associative of them people deaf and other groups with difficulties of communication: characteristics and model organizational.

Leadership and participation.

Creation, management and technical support.

Social and participatory reality of deaf people and other groups inside and outside their networks social communication difficulties.

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

Dynamics of participation: seminars, workshops, conferences and forums.

Creation and maintenance of digital social networks.

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

Elaboration of the documentation associated with the process of participation: memories, reports, press dossiers, briefing notes and conclusions, among others.

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

(f) carrying out activities of control and monitoring of the programs of social awareness and participation: techniques applicable to the actions of social awareness and participation monitoring and follow-up.

Elaboration of protocols and control instruments.

Completion of records.

Determination of indicators of accessibility and participation.

Impact indices.

Feedback of the intervention mechanisms. Development of instruments and protocols.

3 professional module: intervention socioeducational with DeafBlind people.

Code: 1113.

Contents: a) characterization of communicative intervention with DeafBlind people: analysis of the methodological principles of intervention with people with deafblindness.

Cognitive processes in people with congenital deafblindness: feeling.

Perception. Integration perceptive.

Attention: sustained, joint and shared.

Memory.

Levels of intervention: interaction communicative.

Development of the communication.

Language.

Processes of learning: learning mediated.

The learning of behavior in persons Deafblind congenital.

Definition and types of behavior problems.

Communicative value of the behavior of the person Deafblind: theory of interpretation of behaviour as communication demand.

Variables involved in problem behaviors.

Strategies and personal attitudes that favor the reduction or elimination of problem behaviors in people with deafblindness.

Programs of personal autonomy in people with congenital deafblindness.

Implications of acquired deafblindness: personal autonomy.

Adjustment to the new sensory situation.

Adapted learning.

(b) Organization of intervention with DeafBlind people: analysis of care programmes. Elements. The individualized plan of care within the general framework of the workplace.

Areas of intervention: motor development. Postural control. Locomotion. Gross motor development. Advanced engine development. Visual motor development.

Perceptual abilities. Visual development. Auditory development. Touch development. Gustatory and olfactory development. System kinesthetic.


Cognition, communication, and language: cognitive development. Responsive communication. Expressive communication. Development of the language.

Education. The work by centres of interest.

Personal autonomy.

Adjustment to the disability.

Skills work.

Social development: relationship with peers. Relationship with the adult.

Technologies for the communication and access to the information.

Design activities in intervention with DeafBlind people.

Development and adaptation of materials and resources teaching.

Identification of resources for intervention with DeafBlind people.

The interdisciplinary team: team members.

Functions and areas of responsibility.

Structure and scheme of interrelation.

The role of the technician in communicative mediation in the interdisciplinary team: assessment of the need for continuing training in intervention with DeafBlind people.

Coordination between professionals.

Assessment of the importance of coordination between professionals.

(c) implementation of programmes of communicative mediation centers with DeafBlind people: strategies and techniques of intervention in early intervention.

The observation and the desire to act: the body contact. The importance of touch and be touched.

Developing social and emotional in the baby Deafblind: the expression of emotions in ages early.

Routines.

Activities and everyday objects. Objects of reference.

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

Development and adaptation of materials in early intervention.

Strategies and techniques of intervention in centres of education ordinary and special: the importance of the companion as nexus social. As driving the relationship with the other.

Regulation of social behavior. Non-verbal communication skills.

Techniques for adaptation of content and school or academic materials.

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

Strategies and techniques of intervention in institutions in the area labour market: mediation communicative and places of work.

Strategies of communicative mediation for the incorporation to the task or job is going to play.

Strategies of communicative mediation for relational integration with peers.

Strategies and techniques of intervention in residential institutions: communicative dynamism in the residential field.

Strategies to engage the person Deafblind in leisure activities.

Assessment of the work as a team in each of the areas of intervention.

(d) implementation of communicative mediation in the family and social environment programs: family and deafblindness: impact of the deaf in the family.

Needs of the family unit: medical, economic and training, among others.

The relationship of the person Deafblind with its environment social.

The role of the technician in communicative areas social and family mediation.

Assessment of the role of the mediator as a communicative model.

Guidelines to promote communicative competence in domestic violence: resources and strategies of mediation to deal with situations of isolation: relationship between equals.

Patterns of communicative mediation for the Organization and management of housing.

Patterns of communicative mediation for the resolution of basic procedures.

Strategies and techniques of communication mediation in the field of leisure and free time.

Best practices in family and social unit: respect for privacy.

Neutrality.

Objectivity.

(e) realization of communicative intervention monitoring: indicators for evaluation.

Completion of records: communication notebook.

Registers and scales.

Elaboration of instruments.

Selection of spaces and times.

Preparation of reports and memoirs.

Transmission of information to the interdisciplinary team: strategies and channels of communication between the elements involved in the follow-up process.

Detection of changing needs of adaptation.

Channels of communication on the follow-up to the process of mediation: communication in the team.

Motivation techniques.

Assessment of the importance of objectivity in the evaluation: evaluation of satisfaction and adaptation of the involved procedures.

4. professional module: context of the communicative mediation with DeafBlind people.

Code: 1114.

Contents: a) characterization of the role of the mediator in communication: definition of communicative mediator for DeafBlind people.

Analysis of the process of mediation.

Objectives of the communicative mediation.

Types of communicative mediation: general mediation.

Educational mediation.

Social mediation.

The technician in communicative mediation skills.

Differences between different professional figures involved with people with deafblindness: conceptual.

Functional.

Assessment of the communicative mediation intervention with DeafBlind people.

(b) characterization of the collective of people with deafblindness: deafblindness: conceptions.

Criteria qualitative and quantitative.

Incidence.

Etiologies more frequent of the deaf: syndrome of Charge.

Syndrome Wolfram.

Syndrome of Usher.

Others.

Identification of the main pathologies Visual and auditory causing of the deafblindness: Visual: retinopathies, glaucoma, degeneration macular, among others.

Ear: Otosclerosis, otitis, malformations, laberintintis, disease viral or bacteriological and ototoxic, among others.

Deafblindness congenital: causes: prenatal, perinatal and postnatal.

Features General.

Acquired deafblindness: people with congenital hearing Deafblind and a loss of acquired vision: causes and characteristics.

Persons Deafblind with deficiency visual congenital and a loss of hearing acquired: causes and characteristics.

People born without deficiencies Visual or auditory and that suffer a loss of vision and hearing throughout his life: causes and characteristics.

Analysis of the levels of performance of them people Deafblind: level low of operation.

Level medium of performance.

Level high in performance.

Aspects differential of the intervention among deaf congenital and deafblindness acquired.

(c) implementation of situations communicative: heterogeneity of the systems of communication: systems alphabetic.

Systems not alphabetic or marked.

Systems based on the language oral.

Writing code-based systems.

Other resources of support for communicating with DeafBlind people.

Reading and writing braille code.

Criteria of choice of recourse to communication or system: sensory characteristics.

Analysis of the communicative environment of the person Deafblind.

Respect to priorities in the choice of the system by the person the user.

Communication with Deafblind: contact.

Home communication guidelines.

Patterns of communication.

Adaptations to the specific characteristics of each situation of communication.

Preparation of the situation of communication.

Assessment of the context in those exchanges communicative.

(d) completion of travel with people with deafblindness: guia-vidente travel techniques.

Techniques in the displacement of independently: personal protection techniques.

Location of objects.

Techniques of orientation for interior spaces for DeafBlind people.

Techniques of orientation by outdoor spaces for DeafBlind people.

Adaptations of the technique of guia-vidente during communication in displacement: communication guidelines.

Safety on the road. Differentiation of situations of risk and put in contact through touch.

(e) use of aid tiflotecnicas and specific technologies of communication and access to information: use of the screen magnifiers: General characteristics.

Support for access by the vision elements. Voice synthesis.

Use of screen readers: General characteristics.

Access by speech synthesis: features. Elements of support to hearing impairment.

Online braille access: General characteristics. Braille lines.

Use of software applications: word processors.

Internet browsers.

Electronic mail managers.

Programs of messaging instant.

Access to the information printed: Scanner.

Software OCR.

Devices autonomous technical for the treatment of the information: Anotadores electronic of voice or braille: features and functionality. Models (synthesis of voice and access by braille).

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

Printers: ink. Braille.

Software instructor specific: dictionaries. Editors.

Software instructor for access to mobile and devices: screen readers: access by speech synthesis. Features. Elements of support to hearing impairment.

Braille access: features. Reading and writing braille on mobile telephone terminals.

Use of communicators.

Assessment of the importance of aid tiflotecnicas and technologies for everyday life of DeafBlind people.

5. professional module: sign language.

Code: 1115.

Contents: a) recognition of everyday information in clear and simple marked speeches: guidelines for communicating.

Skills of body, facial expression and use of space:


Different situations and States of mood using the own body.

Discrimination and visual memory skills.

Use of the space as a resource expressive and grammatical.

The space as an expressive resource: dimensions. Planes. Addresses. Paths. Times.

Three-dimensionality. Drawing in space. Spatial design.

Symbolism of space.

The spatial elements and communication.

Coordination and agility drive: duration, intensity, path and rhythm of movement.

Qualities of movement: gravity, tension, space and time, its expressiveness.

Timing of the movement. Expressive application.

Segmentation.

Greetings, farewells, and formal and informal presentation: spelling.

Copy pronominal.

Submit to another.

Make excuses.

Know ask permission and apologies in a simple way.

Ask and give the address.

Ask for repetition.

(b) issuance of simple messages in sign language Spanish: expanding personal identification: origin, age, marital status and kinship.

Describing people: physical descriptions of people.

Attributing qualities to others.

Description of places: House, the street, the neighborhood and the city.

Description and identification of objects: descriptors or classifiers.

Incorporation of the number to the pronoun.

Super-segmental and corporal expression elements.

Locate people, objects and places.

Ask for and give information space.

Use of topographic and syntactic space.

Ask and give instructions on places and directions.

Ask permission. Grant and deny.

Reject and accept a proposal, offer, or invitation.

Respond to an order, a request, or a plea to refuse of emphatically.

Accept a proposal, an offer, or an invitation.

(c) translation of simple, clear and well structured messages in sign language Spanish: express feelings, opinions, desires, tastes and preferences: Express causality, alternatives, certainty, lack of knowledge, tastes, preferences, needs, doubt, ignorance, indecision, disappointment, desire, invite or reject an invitation, agreement and disagreement.

Elements Super-segmental (facial expression).

Give and ask user: show agreement or disagreement with the views.

Apologize.

Ask for and grant permission.

Order, advise, recommend and forbid.

Express habitual actions: asking and telling time.

Schedules and dates.

Structuring, construction and interpretation of discourse: establishing communication.

Indicate that it follows the story with interest.

Propose closing.

Ask for a person or thing.

Ask that wait.

Elements Super-segmental.

Propose, suggest, warn and advise.

Offer is to do something.

Exchanges of information personal.

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

The family.

The relations.

Ask and provide information and support.

(d) application of sign language Spanish to express opinions and requests simple: talk about the environment and home. Expressions of hate, love and like a lot.

Description of an action that is performed during a certain time: talk about the existence or not of an event.

Talk about simultaneous actions and the distance which is something.

Make and voice plans, projects and personal experiences. Negotiate an agreement.

Express obligations.

Sequence of actions in the syntactic and topographic space.

Give tips and suggestions.

Accepting and refusing. Apologize or make excuses.

Making, accepting and rejecting suggestions.

Usual and unusual actions.

Give an order or instruction.

(e) conversation in sign language Spanish spontaneously: narrate actions in the past and in the future: time markers of past, future and indeterminate future. Start and completion of actions in the past and in the future.

Use of space as time controller.

Describe actions in the past. Tell anecdotes.

Talk about the first time that something happened. Express the difference in time between various actions.

Narrating in a period of time completed and not completed: expressions that indicate the start and end of the action.

Talk about future actions that depend on a condition.

Making promises, justify us, conjectures and predictions, invite and offer, talk about something without specifying.

Refer to the future from the past, and vice versa.

6. professional module: fields of application of sign language.

Code: 1116.

Contents: a) the information contained in marked speeches ID: control communication. Express and provoking curiosity.

Repeat, ask, doubt and summarize.

The imperative.

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

Give instructions, tips, recommendations and solutions.

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

Convince, attract attention and encourage action.

Persuade.

(b) messages in Spanish sign language understanding: describe body postures. Key words or classifiers.

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

Place prior to another past action.

Facial expressions to indicate difference of the past.

Express concern, strangeness, likely reactions to a desire, regret, reassure, deny and assert decisively.

Markers of probability and uses of the past participle.

Indicate the existence of someone or something.

(c) messages in sign language expression Spanish clear and well structured: describe and define.

Argumentation: organizers of the speech, descriptors and classifiers.

Organize and argue.

Identify objects, places and people. Give secondary information.

Request information about if you know something or know something or someone.

Ask for something by specifying.

Describe elements of nature.

Rating and review. Highlight or emphasis on something.

Relate two moments in time.

Express the time in which an action occurs.

Set the time in the future.

Temporary linkages and space based on timelines.

(d) use of sign language Spanish to argue and describe experiences and daily events: explain and apologize: Express resignation, complaining, reassuring and comforting someone.

Explain the reason or the cause of action, the real reason for something to be denied another explanation and explain or apologize for something.

Justify an opinion denying another earlier.

Express consequence and purpose: connectors of argumentation.

Argue. Talk about advantages and disadvantages.

Give advice and recommendations.

Express and offer help. Apologize.

Rejecting an invitation or an offer.

Express desire, surprise and gratitude. Reacting to the appreciation.

Offer help, a service or an idea. Congratulate.

e) employment of sign language Spanish to express and understand speeches: Express judgements and values. Feelings and preferences.

Show is for or against an idea.

Expressing complaints and lamentations. Give advice and recommendations.

Temporary prayers related to chronological age and developmental stages.

(Present, past and future) causal subordinate clauses with syntactic and topographic space.

Expressions of life determined by the space and related verbs.

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

Adversativas Coordinating conjunctions.

Justify and argue an opinion.

Propose solutions to problems. Accept or reject proposals.

Expressions that establish cohesion of speech in syntactic space.

Express probability and formulating hypotheses.

Expressions of probability and hypothesis.

Do future projects.

Express plans.

Use of syntactic space: direct and indirect style.

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

Expressions of temporal and spatial concordance of the speech.

Say the words and draw conclusions.

Paraphrase and circumlocutions 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 areas of intervention: the family.

The educational center.

Services and/or social centres and associations.

The services of employment or in the workplace.

The technician in communicative mediation functions: in the multidisciplinary team.

In the context of the mediation.

Communication process.

Elements of the communication.

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

Difficulties in the acquisition and production of language.

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

(b) characterization of the context of intervention: legislative framework.

Identification of institutions related to the collective intervention: health.

Education.

Social services.

Employment.

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

Etiology.

Evolution.

Single or multiple nature of disability.

Environmental factors.

Impaired communication and social interaction: (ASD) autism spectrum disorders: autism.

Generalized disorders of development (PDD).

Asperger's syndrome.

Rett syndrome.

Childhood disintegrative disorder.

People with language development disorders: disorders secondary to intellectual disability.

Specific language disorders.


People with access to oral language difficulties.

People with acquired language difficulties: aphasias.

Incidence in the population with disabilities. Statistics.

Role of the environment in the communication.

(c) development of programs of mediation communication for people with difficulties of communication and interaction social: analysis of them relations social in them TEA and disorders specific of the language (TEL).

Basic communicative functions.

General strategies for intervention in communication and language in the TEA and TEL: learning without error, significant and in natural environments.

Functionality.

Principle of minimum restrictiveness environmental.

Generalization.

Supports physical: molding and withdrawal of aid.

The routines as modes of learning.

Anticipation and structuring through Visual supports: physical structure. TEACCH method.

Structure temporary as a system of advance. Agendas Visual.

Basic characteristics and criteria of use of Visual props.

Communicative modalities in early intervention: instrumental behaviors.

Communicative use of gaze.

Gestures of pointing.

Natural gestures.

Main communication systems used by persons with problems of communication and social interaction: Schaeffer.

Systems based on the exchange of images.

Criteria of selection of one or another system, depending on the characteristics of them people with TEL.

Correct attitudes in intervention with people with Tel.

(d) development of programmes of communicative mediation for people with speech and language disorders: characteristics of people with speech and language disorders: hearing impairment.

Disability intellectual.

Affectations drive.

Anartrias.

Dysarthria.

Disglosias.

Aphasias.

Analysis of minimum communicative signals.

Specific intervention strategies depending on the levels of language and speech: communicative accessibility.

Acoustic adaptations.

Autonomy.

Means of support to the communication oral: Labio-lectura.

Visual diaries.

Subtitled.

Communicative modalities in early intervention: communicative use of tears, smile, eyes and gestures.

Natural and learned gestures.

Symbolic play.

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

Correct attitudes in intervention with people with speech and language disorders.

(e) carrying out activities of control and monitoring of the intervention: preparation of record sheets: registration of communicative functions.

Registration of expressive vocabulary.

Registration of comprehensive vocabulary.

Registration of communicative contexts: family.

School.

Leisure and free time.

Checking performance of personal technical AIDS: cochlear implant.

Hearing aid.

Check the operation of the collective technical AIDS: frequency-modulated.

Magnetic loop.

Signals Visual electronic.

Identification of needs of adaptation of those resources.

Use of the technologies of the information and the communication for the development of memories e reports.

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

8. professional module: communication intervention techniques.

Code: 1118.

Contents: a) intervention in situations of communicative mediation: professional standards, attitude and presentation: choice of clothing.

Punctuality.

Rules and principles of mediation with the people users referred to the development of the communication process: choosing the location.

Fidelity's interpretation of messages.

Neutrality.

Relations professionals on dealing with the person user: aspects of confidentiality.

With respect to autonomy.

Appropriate behavior.

Theoretical principles of mediation with the people processes users: different types.

Modalities.

Classes.

Methods and instruments of the communicative mediation.

Profile of communicative mediator: relationship with the interpreter and guide.

Personal, intellectual and ethical features.

General knowledge.

Role of the mediator communicative with the people users.

(b) Organization of the process of mediation with people signing: situations of mediation communication with the people users.

Services in general.

Services specific: management administrative.

Meetings of neighbors.

Medical.

Techniques and strategies to make the mediation with the people users: attention and concentration.

Memory.

Taking of notes.

Mental agility.

Verbal fluency.

Resources for the creation of a lexicon.

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

Definition and characteristics.

Interpretation as a means of access to information and communication and cultural interaction.

Consecutive transfer.

Simultaneous transfer.

Interpretation on the phone, and where your videophone.

Interpretation of written texts.

Preparation of the activity of mediation communication with the people users: type of service.

Characteristics and needs of the people users.

Code language that there is to use.

Techniques of interpretation that there is that develop.

Means of support and aid techniques possible.

Duration of the session.

Professional and occupational standards.

(c) issuance of messages marked from oral messages: communicative mediation activities: (oral or marked) interpretation, translation, telephone and short, among others.

Communicative mediation of oral language to sign language Spanish consecutively.

Communicative mediation of oral language to sign language Spanish simultaneously.

Techniques, instruments and resources of support own of the mediation communication: message: content, context, character emotional, style and register.

Perception. Vision and hearing.

Link systems: attention and memory.

Understanding: linguistic analysis, formation of mental images 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 the creation of a lexicon.

Periphrasis.

Classifiers.

Sign language.

Strategies for retention, memory, perception and concentration.

Square of letters.

Method in chain.

Method to remember words abstract.

Method peg.

Method to remember names and faces.

(d) issuance of messages oral, or in his case, written from messages marked: resources expressive: intonation.

Rhythm.

Vocalization.

Techniques, tools and support resources of the mediation with the people users.

Techniques of concentration for the perception of marked messages.

(e) evaluation of the communicative mediation: resources and strategies for self-assessment.

Support resources.

Agents of the evaluation: teamwork.

User person.

Common mistakes: linguistic errors.

Non-linguistic errors.

9. professional module: augmentative and alternative communication systems.

Code: 0343.

Contents: a) detection of communicative needs of the users: needs assessment and intervention process: communicative contexts.

Communicative structure of the environment.

Expectations and communication attitudes of professionals.

Communication systems: adequacy of environmental conditions.

Adequacy of the system of communication to the person the user.

Augmentative and alternative communication: concept.

Use strategies.

External elements that affect the process.

The alternative communication system selection process.

Communication with aid and without aid.

Candidates for the communication augmentative: variable that involved in the choice of the different systems of communication with helps depending on them features of them people users.

(b) Organization of the intervention: projects of intervention in the communication: guidelines Basic for the communication.

Programs specific to foster the communication: guidelines that there are that have in has at the time of implant them systems alternative and augmentative of communication.

Strategies of intervention.

Organization of resources and activities.

Establishment of routines and contexts significant.

(c) application of systems of communication alternative with help: features of the main systems.

Use of the system SPC.

Use of the system Bliss.

Types of symbols for communication: Pictograficos.

Arbitrary.

Ideographic.

Establishment and use of codes: colors.

Location of the symbols.

Mode of access to the systems of communication with support.

Use of other systems not standardized of communication with support: elaboration of boards of communication.

Aid of high and low technology: use of aid technology.

Assessment of the adjustment of the system to the person the user.

(d) implementation of systems of communication without help: language of signs: structure, parameters and classifiers.

Use of sign language: concept and features.

Thematic vocabulary.

Use of the bimodal system: concept and features.

Use of other systems of communication without help not widespread: mimicry.

Natural gestures.

Natural.

Dactilologico.

Eye movements.

Writing in palma.

Assessment of the adjustment of the system to the person the user.


(e) checking of the effectiveness of the system of communication: indicators significant in them records of competencies communication: number of signs expressed.

Number of covered signs.

Speed of expression and reception at dactilologico.

The font size on the literacy-based systems.

Systems of registration of competencies communicative depending on those elements that there is that evaluate: types.

Completion of records.

Transmission of the information.

Criteria that determine the setting or change of the communication system: deterioration in mental functions.

Worsening in pathologies sensory.

Difficulties in generalization of communicative competence.

10. professional module: social skills.

Code: 0017.

(Content: to) implementation of strategies and techniques that favor the relationship social and the communication: skills social and concepts related.

Analysis of the relationship between communication and quality of life in the areas of intervention.

The process of communication. The communication verbal and non-verbal. Communicative styles.

Communicative assessment of the context: facilitators and barriers in communication.

Assessment of the importance of attitudes in the helping relationship.

Emotional intelligence. Emotional education. The emotions and the feelings.

Defense mechanisms.

Programs and techniques of communication and skills social.

(b) promotion of teamwork: the group. Types and features. Group development. The leadership.

Analysis of the structure and processes of groups.

Techniques for the analysis of groups.

Assessment of the importance of communication in the development of the group.

Communication in groups. Styles of communication. Verbal and gestural communication. Other languages: iconic, audiovisual, the technologies of the information and the communication. Obstacles and barriers. Cooperation and competition in groups.

Group dynamics. Techniques and approaches: Dynamics of presentation, knowledge and confidence.

Cohesion and collaboration.

Social skills and conflict resolution.

Management of group dynamics.

Fundamentals psychosocial applied to the dynamics of group.

The team's work. Strategies of work cooperative. Organization and the distribution of tasks. It leadership.

The working individual and the work in group.

The confidence in the group.

Assessment of the role of the motivation in the dynamic group.

Take awareness of the importance of respecting the views do not coincide with their own.

(c) conduct of meetings: the meeting as a group work tool.

Types of meetings and functions.

Techniques for public speaking.

Stages in the development of a meeting.

Meetings moderation techniques.

Use of group dynamics in meetings.

The motivation. Techniques and strategies.

Identification of the type of participants in a meeting.

Analysis of factors that affect the behavior of a group: boycotters and collaborators.

Data collection instruments.

(d) implementation of conflict management and decision-making strategies: assessment of the conflict in the group dynamics.

Analysis of problem solving techniques.

The process of decision-making.

Group conflict management. Causes, negotiation and mediation. Skills and techniques.

Application of group conflict resolution strategies.

Assessment of the role of respect and tolerance in the resolution of problems and conflicts.

(e) assessment of social competence and group processes: collection of data. Technical.

Identification of indicators of evaluation.

Evaluation of the competitive social.

Evaluation of the structure and processes group.

Application of the techniques of investigation social to the work with groups.

Analysis of strategies and instruments for the study of groups.

Sociometry Basic.

Valuation of the self-assessment as strategy for the enhances of the competition social.

Reports: structure and development.

11. professional module: first aid.

Code: 0020.

Contents: a) initial evaluation of the emergency assistance: emergency medical systems.

Objectives and limits of first aid.

Legal framework and accountability and professional ethics.

Types of accidents and their consequences.

Signs of life commitment in adult, child and infant: stop cardiorespiratory.

Cardiac rhythm disorders.

Methods and materials for the protection of the area.

Personal self-defense and safety measures.

First aid kit: classification material: basic materials and useful plug-ins.

Characteristics of use.

Systems of storage.

Maintenance and revision.

Priorities of action in multiple victims: the triage simple. Methods of triage simple.

Assessment by criteria of gravity.

Signs and symptoms of urgency: assessment of the level of consciousness: takes from constant vital: pulse and breathing.

Scan basic before an emergency: protocols of exploration.

Methods of identification of alterations.

Signs and symptoms.

Medical terminology in first aid.

Data transmission protocol.

Evaluation of performance with safety and confidence in itself.

(b) application of life support techniques: objective and priorities of basic life support.

The patency of the airway control: airway opening techniques.

Cleaning and airway clearance techniques.

Basic CPR: breathing Boca-Boca.

Mouth breathing.

External cardiac massage.

Semi-automatic external defibrillation (AED): operation and maintenance of the semi-automatic external defibrillator.

Use Protocol.

Collection of data from a semi-automatic external defibrillator.

Valuation of the rugged individual.

Initial attention on physical agents injuries: injuries: fractures, dislocations and other traumatic injuries, foreign bodies in eye, ear and nose; wounds and bleeding. Choking.

Hot or cold: Burns, heat, hyperthermia, hypothermia and frostbite.

Electricity: protocols in electrocution.

Radiation.

Initial attention on injuries by chemical and biological agents: types of chemicals and medications.

Routes of entry and injuries.

Performances according to toxic and gateway.

Bites and stings.

Anaphylactic shock.

Initial attention on organic pathology of urgency: protocols in urgent cardiovascular disorders: ischemic heart disease and heart failure.

Protocols in respiratory disorders: bronchial asthma and respiratory failure.

Protocols in neurological disorders: cerebral vascular accident and convulsions in children and adults.

Initial performance in the impending birth.

Action limited to the framework of its competences.

Application of standards and protocols of security and of self-protection personal.

(c) application of procedures of immobilization and mobilization: Protocol for handling of victims.

Evaluation of the need of transfer: situation in the area.

Identification of risks.

Indications and contraindications of the transfer.

Positions of security and hopes of the rough.

Techniques of immobilization: Fundamentals of performance to fractures.

Indications of the immobilization.

Technical General of immobilization.

Techniques of mobilization: indications of the mobilization in situation of risk.

Simple mobilization techniques.

Preparation of stretchers and simple immobilization materials.

Protocol security and personal self-defense.

(d) application of psychological support and self-control techniques: basic strategies of communication: the communication elements.

Types of communication.

The communication difficulties.

Basic techniques of communication in situations of stress.

Communication with the victim.

Communication with family members.

Assessment of the role of the first speaker: reactions to stress.

Basic techniques of psychological assistance to the speaker.

Technical facilitators of the communication interpersonal: skills basic to improve the communication.

Factors that predispose to the anxiety in situations of accident or emergency.

Mechanisms and techniques of supporting psychological.

12. module Professional: project of mediation communication.

Code: 1119.

(Content: to) identification of needs of the sector productive and of the Organization of the company: identification of the functions of them put of work.

Structure and organisation business in the sector.

Activity of the company and its location in the sector.

Organizational chart of the company. Functional relationship between departments.

Industry trends: productive, economic, organisational, employment and others.

Working in the field of company procedures. Systems and methods of work.

Determination of excluded labour relations and special labour relations.

Collective agreement applicable to the professional field.

The culture of the company: corporate image.

Systems of quality and security applicable in the sector.

(b) design of sector-related projects: analysis of the local situation, of the business sector in the area and offer the context in which will develop the professional training module in workplace.

Compilation of information.

General structure of a project.

Elaboration of a working script.

Planning of the implementation of the project: objectives, contents, resources, methodology, activities, timing and evaluation.


Feasibility and opportunity project.

Review of the regulations applicable.

(c) planning of the execution of the project: sequencing of activities.

Elaboration of work instructions.

Development of a risk prevention plan.

Documentation for the planning of the implementation of the project.

Enforcement of standards of safety and environmental.

Indicators of the quality assurance of the project.

(d) definition of procedures of control and evaluation of the execution of the project: proposal of solutions to the objectives raised in the project and justification of them selected.

Definition of the procedure of evaluation of the project.

Determination of the variable susceptible of evaluation.

Documentation required for the evaluation of the project.

Quality control of process and final product.

Registration of results.

13. module Professional: training and guidance work.

Code: 1120.

Contents: a) actively seeking employment: evaluation of the importance of ongoing formation for the employment and professional career of the technician in communicative mediation.

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

Identification of learning paths related to the technician in communicative mediation.

Accountability of the own learning. Knowledge of the requirements and the expected fruits.

Definition and analysis of the professional sector of the title of technician in communicative mediation.

Own career planning: labour targets, medium and long term, consistent with needs and preferences.

Objectives realistic and consistent with the training current and it projected.

The process of job search in small, medium and large companies in the sector.

Opportunities for learning and employment in Europe. Europass, Ploteus.

Job search tools and techniques.

Evaluation of the self-employment as an alternative for the professional insertion.

The process of decision-making.

Establishment of a list of personal consistency check between career, training plan and aspirations.

(b) management of the conflict and work teams: methods for resolution or deletion of the conflict: mediation, conciliation and arbitration.

Valuation of them advantages and disadvantages of the work of team for the efficiency of the organization.

Kinds of equipments in the sector of social services according to the roles played.

Analysis of the formation of the work teams.

Characteristics of an effective team.

Participation in the task force. Analysis of the possible roles of its members.

Definition of conflict: characteristics, sources and stages of the conflict.

(c) employment contract: the right to work.

Intervention by the public authorities in labour relations.

Analysis of the individual employment relationship.

Determination of excluded labour relations and special labour relations.

Forms of contract of work and measures of promotion of the recruitment.

Rights and duties arising from the employment relationship.

Working conditions. Wages, working time and working rest.

Modification, suspension and termination of the employment contract.

Representation of workers.

Collective bargaining as a means for the reconciliation of the interests of workers and employers.

Analysis of a collective agreement applicable to the professional field of the technician in communicative mediation.

Collective labour disputes.

New organization of work environments: outsourcing and teleworking, among others.

Benefits for workers in the new organizations: flexibility and social benefits, among others.

(d) Social Security, employment and unemployment: the system of Social security as a basic principle of social solidarity.

Structure of the Social security system.

Determination of the main obligations of employers and employees in matters of Social Security: affiliation, high, low, and quote.

The protective action of Social Security.

Classes, requirements and amount of benefits.

Concept and yielded situations by unemployment.

Systems consulting of workers regarding their rights and duties.

(e) evaluation of occupational hazards: importance of the culture of prevention at all stages of the professional activity.

Assessment of the relationship between work and health.

Analysis and determination of working conditions.

The concept of professional risk. Analysis of risk factors.

The evaluation of risks in the enterprise as the basic element of the preventive activity.

Analysis of risks linked to security conditions.

Analysis of risks linked to environmental conditions.

Analysis of risks linked to psychosocial and ergonomic conditions.

Specific risks in the sector of social services.

Determination of possible damage to the health of the worker which can arise from the detected risk situations.

(f) planning of prevention of risks in the enterprise: rights and duties in the area of occupational risk prevention.

Responsibilities in the area of occupational risk prevention.

Prevention in the company management.

Representation of workers in prevention.

Public organisations related to the prevention of occupational risks.

Planning of prevention in the company.

Plans of emergency and of evacuation in environments of work.

Elaboration of a plan of emergency in a small or medium-sized company of the sector.

(g) application of measures of prevention and protection in the company: determination of the measures of prevention and protection individual and collective.

Protocol of action in a situation of emergency.

First aid. Emergency medical. Concepts Basic.

Application of techniques of first aid.

Training to those workers in terms of plans of emergency.

Surveillance of the health of the workers.

14 module Professional: Enterprise and entrepreneurship.

Code: 1121.

Contents: a) entrepreneurship: innovation and economic development. Main features of innovation in the activity of social services (materials, technology and organization of production, among others).

Entrepreneurial culture as a social need.

The enterprising character.

Key factors of entrepreneurs: initiative, creativity and education.

The collaboration between entrepreneurs.

The action of entrepreneurs as employees of a company related to social services.

The action of entrepreneurs as entrepreneurs in the social services sector.

The risk in entrepreneurial activity.

Entrepreneur concept. Requirements for the exercise of the activity business.

Objective personal versus objectives business.

Plan of company: the idea of business in the field of the services social.

Good practices of culture enterprising in the activity of services social in the field local.

(b) the company and its environment: functions Basic for the company.

The company as a system.

The environment general of the company.

Analysis of the environment general of a company associated with those services social.

The specific environment of the company.

Analysis of the specific environment of a company related to social services.

Relations of a company of social services with its surroundings.

A social services firm relations with the whole of society.

The culture of the company: corporate image.

Social responsibility.

The social balance.

Business ethics.

Social responsibility and ethics of the companies in the sector of social services.

(c) creation and implementation of a company: company concept.

Types of company.

The responsibility of the owners of the company.

Taxation in enterprises.

Choice of the legal form. Size and number of partners.

Administrative procedures for the formation of a company.

Economic feasibility and financial viability of a company related to social services.

Analysis of the 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 the legal form, study of economic and financial viability, administrative procedures and management of grants and subsidies.

(d) administrative function: concept of accounting and basics.

Accounting operations: registration of the economic information of a company.

Accounting as a true picture of the economic situation.

Analysis of accounting information.

Tax obligations of the companies.

Requirements and deadlines for the submission of official documents.

Administrative management of a company related to social services.

15. professional module: training in workplace.

Code: 1122.

Contents: a) identification of the structure and business organization: structure and enterprise organization in the sector of the communicative mediation.

Activity of the company and its location in the communicative mediation sector.

Organizational chart of the company. Relationship functional between departments organization logistics of the company. Suppliers, customers and channels of marketing.

Procedures of work in the field of the company. Systems and methods of work.

Resources human in the company: requirements of training and of skills professional, personal and social associated to the different positions of work.


System of quality established in the Centre's work.

Security system established in the work center.

(b) application of ethical and work habits: personal attitudes: empathy, punctuality.

Professional attitudes: order, cleanliness, responsibility and security.

Attitudes to the prevention of risks labor and environmental.

Hierarchy in the company. Communication with the team.

Documentation of professional activities: classification, coding, renewal and disposal methods.

Recognition and application of the internal rules of the company, work instructions and standard operating procedures.

(c) realization of operations of preparation of the activity of mediation communicative: interpretation of instructions for the preparation of the activity of mediation communication.

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

Application of the rules and procedures of control of the intervention.

Conditioning of spaces for intervention in communicative mediation.

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

Identification of communicative needs of the target of the activity.

Relationship with the people users.

Identification of difficulties in the Organization of the activity.

Respect for the privacy of persons users.

(d) implementation of the activities envisaged in the plan of work: documentation associated with the development of the communicative mediation activity.

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

Application of the procedures established for the realization of the tasks.

Application of ethical criteria in the development of the activity of mediation.

Confidentiality of the information.

Attitude in the relationship with the people users.

Use of technical resources and support to the communication media. Use procedures.

Assessment of the importance of adapting them technical employed to them needs communication of them people.

(e) compliance with criteria of safety and hygiene: health and hygiene standards.

Identification of safety or hygiene risk behaviors.

Adequacy of clothing to work.

Personal protective equipment.

Identification of occupational standards.

Respect for the preservation of the environment.

Application of standards related to environmental care.

(f) analysis of the service provided: determination of evaluation activities.

Documentation associated to the control and monitoring of the activity of mediation communication.

Procedures and tools of quality management.

Application of evaluation instruments.

Analysis and communication of the information collected.

Self-assessment of the activity itself.

ANNEX II sequencing and distribution time weekly of those modules professional cycle training of grade upper: technical Superior in mediation communicative module professional duration (hours) first course (h / week) second course 2 quarters (h / week) 1 quarter (hours) 0017. Social skills. (1)





100





3





 





 






1111. Methodology of the social integration of people with difficulties in communication, language and speech 75 2 1112. Social awareness and participation-115-4-1114. Context of the communicative mediation with 170 5 1115 DeafBlind people. Lengua de signos





185





6





 





 






1117. Intervention with people with communication difficulties. (1)





90





3





 





 






1118. Techniques of speech communication. (1) 135 4 hours reserved for the module given in English 90 3 1113. 125 7 0020 DeafBlind people with socio-educational intervention. Primeros auxilios (1)





40





 





2





 






1116. Scope of application of the 125 6 0343 sign language. Augmentative and alternative communication systems. (1)





120





 





6





 






1120. Training and orientation job 90 4 1121. Company and initiative entrepreneur 60 3 hours reserved for the module taught in English 40 2 1122. Training in centers of work 400 400 1119. Project of mediation communication 40 40 Total in the cycle training 2,000 30 30 440 (1). Modules professional transversal to other titles of training professional.

ANNEX III modules capable of being taught in language English 0017. Skills social.

1112. awareness-raising social and participation.

1120. training and guidance work.

1121 enterprise and entrepreneurship.

ANNEX IV spaces and equipment minimum spaces space training surface m² 30 20 40 60 multipurpose classroom students students 60 40 minimum equipment communicative mediation workshop space training equipment multi-purpose classroom.





Computers installed in network, system imaging and Internet.

Audiovisual media.

Application software.






Communicative mediation workshop.





Computer.

Screen reader software.

Screen magnification software.

Scaner.

OCR software.

Mobile phone.