- To understand the diversity, complexity and the essential characteristics of the different types of special educational needs. - Knowledge of different pedagogical responses to students with special educational needs in the context of inclusive schools. -Analysis of psychoeducational methods and strategies for the following specific groups of students with special needs: learning disabilities; intellectual disabilities; giftedness and high performance; sensorial disabilities; motor disabilities?????
Module I - Special Educational Needs and Inclusion: Definitions, types and prevalence of SEN. The organization and legislative architecture of the care provided. The paradigm of inclusive schools. Inclusive practices of pedagogical differentiation. Module II - Learning Disabilities: Definitions. Identification criteria. Types of LD. Interventions aimed at the promotion of academic performance. Module III - Intellectual Disabilities: Definition, identification and classification. Individualized Educational Programs and Individualized Transition Programs. Module IV - Giftedness and High Performance: Definition and identification. Instructional strategies and models: acceleration and enrichment. Module V - Sensorial Disabilities: Definitions, classifications and causes. Different types of adaptations: teaching methods, assessment and technology. Module VI- Motor Disabilities: Definitions, classifications and causes. Different types of adaptations: teaching methods and assessment.
Developmental and Learning Psychology
Generic skills to reach
. Competence in oral and written communication; . Competence in interpersonal relations; . Ethical commitment; . Competence in applying theoretical knowledge in practice; . Planning and managing; . Competence to solve problems; . Competence in working in interdisciplinary teams; . Valuing diversity and multiculturalism; . Adaptability to new situations; . Self-criticism and self-evaluation; (by decreasing order of importance)
Teaching hours per semester
total of teaching hours
Synthesis work thesis
assessment implementation in 20192020 Assessment Synthesis work: 10.0% Other: 10.0% Laboratory work or Field work: 15.0% Report of a seminar or field trip: 15.0% Frequency: 50.0%
Bibliography of reference
- Agência Europeia para o Desenvolvimento da Educação Especial (2005). Educação inclusiva e práticas de sala de aula nos 2º e 3º ciclos do ensino básico. Disponível em http://www.european-agency.org/publications/ereports/iinclusive-education-and classroom-practice-in-secondary-education/iecp-secondary-pt.pdf/view - Correia, L. M. (Ed.) (2008). Inclusão e necessidades educativas especiais. Um guia para educadores e professores (2ª ed. rev). Porto: Porto Editora. - Mendonça, A., Miguel, C., Neves, G., Micaelo, R., & Reino, V. (2008). Alunos - Cegos e com baixa visão- Orientações curriculares. Lisboa: DGIDC. - Swanson, H., Harris, K., & Graham, S. (2013). Handbook of learning disabilities (2nd ed.). New York: Guilford Press. - Shavinina, L. V. (Ed.) (2009). International handbook on giftedness. Québec: Springer. - Swanwick, R. & Gregory, S. (2007). Sign bilingual education: policy and practice. London: David Fulton Publishers.
Teaching methods include: (i) lectures; (ii) case studies; (iii) simulation exercises; (iv) audiovisual techniques.
Será condição preferencial a existência de protocolos com escolas, permitindo o contacto dos estudantes com algumas das suas estruturas e a observar algumas actividades.