Curricular Unit:Code:
Special Education1095EDE
Year:Level:Course:Credits:
1CTSPSupport for Children and Adolescents with Special Needs8 ects
Learning Period:Language of Instruction:Total Hours:
Spring SemesterPortuguese/English104
Learning Outcomes of the Curricular Unit:
O1. To understand the diversity and essential characteristics of special education.
O2. To know the different modalities of assistance to students in special education within the scope of the inclusive school paradigm.
O3. To acquire knowledge about the definitions and criteria for identifying students with:
(i) learning difficulties;
(ii) intellectual difficulties;
(iii) gifted and high performance characteristics;
(iv) sensory deficiencies;
(v) motor disabilities.
(vi) neurodevelopmental disorders (ASD and ADHD)
04. To know psychoeducational intervention methods and techniques in groups of children and adolescents with SN
Syllabus:
CP 1. Concepts and definitions related to special education and inclusion.
CP 2. Organization and national legislative framework; inclusive school paradigm.
CP 3. Definitions and identification criteria for: learning difficulties;
intellectual difficulties; giftedness and high performance; sensory deficiencies; motor disabilities, neurodevelopmental disorders
CP 4. Facilitators and barriers to inclusion
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The syllabus contents are aligned with the objectives of this UC in order to promote in students the knowledge and skills that enable them to apply intervention techniques in support of various activities with children and adolescents with SN, promote health, development and well-being; enable the generalization of intervention techniques shared by other education and health professionals into the natural contexts of children and adolescents with SN; support socio-educational experiences in diverse natural and cultural spaces in cooperation with peers, other professionals and families.
Thus, (O1) corresponds to CP1; O2 to CP2; O3 and O4 to CP3 and CP4
Teaching Methodologies (Including Evaluation):
Expository and participative methodology, group dynamics, research and thematic discussion. In practical classes, search, selection and crossing information will be privileged, improving group work, presentation and discussion of practical cases, study visits and other forms and methods of participatory learning.
The continuous assessment will be carried out through a written theoretical assessment test (50%) and a project work on Inclusion of students with a specific SN (40%) and preparation of a support materials portfolio (10%) in the practical component
Students' participation and proactivity in teaching activities and carrying out proposed tasks will be valued.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The methodology used in the theoretical classes (more expository and participative with presentation, analysis and discussion of themes in the classes, as well as guidance in critical reflections and in the search and reading of specific bibliography), and in the practical classes (more participated, with case studies and group work) allows students to obtain a deepening of knowledge, as well as a greater understanding and ability to discuss the contents covered, facilitating the relationship of their relevance to technical performance, promoting the integration of concepts, capacity of research, analysis and critical reflection In this way, it is considered that the teaching methodologies adopted for this curricular unit are consistent with the objectives defined for it, since they allow the acquisition of knowledge and skills, foster the relationship of concepts, the ability to analyze, discuss and problem solving, establishing a connection between the theoretical contents covered and their relevance to practical application in the context of an inclusive school.
Reading:
DL 54/2018
AENEEI (2016). Entrar em Ação para a Educação Inclusiva: Reflexões e Propostas dos Delegados. Dinamarca: Agência Europeia para as Necessidades Especiais e a Educação Inclusiva
Correia, L. M. (Ed.) (2010) Educação especial e inclusão : quem disser que uma sobrevive sem a outra não está no seu perfeito juízo (2ª ed. rev. e actual). Porto: Porto Editora.
Correia, L. M. (Ed.) (2008). Inclusão e necessidades educativas especiais. Um guia Para educadores e professores (2a ed. rev). Porto: Porto Editora.
McWilliam (2012) Trabalhar com as famílias de crianças com necessidades especiais / org. R. A. Porto : Porto Editora,(Educação Especial ; 20).
Silva, M. (2009). Da Exclusão à Inclusão: Concepções e Práticas. Revista Lusófona de Educação, 13, 135-153.
Tetzloff, L. & Obiakor, F. (2015). J.Kauffman’s ideas about sp. edu.: Implications for educating culturally and linguistically diverse students, Internat. Journal SpEducation, 30(2), 68-80.