Curricular Unit:			Code:
Activities Adapted for Children with Special Needs			1095AACN
Year:	Level:	Course:	Credits:
2	CTSP	Support for Children and Adolescents with Special Needs	6 ects
Learning Period:		Language of Instruction:	Total Hours:
Winter Semester		Portuguese/English	78
Learning Outcomes of the Curricular Unit:
LO1. To adapt activities from a communication point of view to increase participation, in children and adolescents with special needs. LO2. Identifying and using the components of open behavior in verbal and non-verbal interpersonal communication. LO3.Using strategies to identify and solve problems and manage conflicts. LO4.Identification and use of assertive behaviors in different contexts.
Syllabus:
PC1 1.1 Adaptation of educational material to enable children with special needs to participate. 1.2 Strategies for facilitating communication and language stimulation of children with special needs when playing with educational materials. PC2 2.1 Concepts of social skills, social behavior, personal and social development. Social skills program: INTERPERSONAL COMMUNICATION - Nonverbal aspects. 2.2 Problem solving methodology. 2.3 Assertiveness training. PC3
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
An integrated and progressive exploration of the UC program is made, allowing students to develop the knowledge and skills foreseen in the objectives. The programmatic contents (PC) were outlined according to the learning objectives (LO) of the curricular unit: PC1- LO1; PC2- LO2, LO3 and LO4; PC3- LO5.
Teaching Methodologies (Including Evaluation):
During the contact hours are privileged the expository, participatory and active teaching methodologies. CP presentation is made using projections, explanations on the board, examples, observation of video cases. Problem solving in small groups is also proposed, as well as "brainstorming" sessions on topics and issues to be investigated by the students through research guidance. Non-contact hours are dedicated to the student's autonomous work. The assessment regime of the UC can be continuous or by final examination (end-of-semester, appeal and special seasons). Continuous assessment: Theoretical: written test (50%) Theoretical-practical: individual work (30%), active and assertive participation in the contact hours (20%) Appeal period - Exam
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The teaching methodologies adopted for this curricular unit are coherent with the stated curricular objectives, since they allow a deeper knowledge of the students and their active participation in classes through active and collaborative learning strategies, combined with expositive and traditional methods. The lecturer will be a facilitator of the student learning process, promoting the relationship of concepts, the capacity of analysis and discussion and reflection with their future practice.
Reading:
Bishop, D. V., Snowling, M. J., Thompson, P. A., Greenhalgh, T., Catalise-2 Consortium, Adams, C., ... & house, A. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068-1080. Bishop, D. V. (2014). Ten questions about terminology for children with unexplained language problems. International Journal of Language & Communication Disorders, 49(4), 381-415. Heilmann, J., Miller, J. F., Nockerts, A., & Dunaway, C. (2010). Properties of the narrative scoring scheme using narrative retells in young school-age children. Law, J., Lee, W., Roulstone, S., Wren, Y., Zeng, B., & Lindsay, G. (2012). 'What Works': interventions for children and young people with speech, language and communication needs. MATOS, Margarida G. (1998). Comunicação e Gestão de Conflitos na Escola. Lisboa: FMH edições
Lecturer (* Responsible):
Andreia Castro (andreiac@ufp.edu.pt) Rita Alegria (ralegria@ufp.edu.pt)