Curricular Unit:			Code:
Adaptive Behavior and Adapted Motor Activity			1064CAAM
Year:	Level:	Course:	Credits:
1	Postgraduate	Special Education (Cognitive and Motor Domain)	4 ects
Learning Period:		Language of Instruction:	Total Hours:
		Portuguese	52
Learning Outcomes of the Curricular Unit:
It is intended that the student: - Acquire knowledge about adaptive behavior, their components and areas of influence; - Acquire knowledge to the acquisition of skills in the assessment of adaptive behavior, which in addition to reside in the domain of concepts and techniques imply rigor and personal conduct inherent in biological measurements on individuals; - Understand the concept of biopsiossocial adapted motor activity, notably in the person with motor disabilities; - Develop a critical spirit and open to change and is able to work in groups
Syllabus:
1. Adaptive behavior; 1.1. Components and areas 1.2. Skills, involvement and Functionality 1.3. The influence of sleep, food and physical activity 1.4. Rating Scales of Adaptive Behavior 2. Adapted Motor Activity: Motion, Body, Environment and Adaptability 2.1. Functional mobility and independence 2.2. Activities of People with Motor Disabilities and other disabilities 2.3. Accessibility and Mobility; 2.4. Adaptation Creation, Culture, Sports
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The syllabus content helps to understand the biopsiossocial concept of adapted motor activity, namely in the person with motor deficiency, through the development of the student's critical spirit.
Teaching Methodologies (Including Evaluation):
The evaluation will be continuous and include a report about a practical situation and a critical analysis of a scientific article. The lack or waiver to any valuation implies the classification of zero values in this test. The student is considered "approved" the course with rank equal to or higher than 10. Students with lower ratings may present the appeal examination, provided they have met the percentage of compulsory attendance.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The unit has a weekly working hours corresponding to theoretical and practical lessons in a discontinued form. Classes will essentially seminar features where they will be analyzed and discussed with the students, the syllabus. Students will conduct research work and information crossing from work situations as a group and other forms of participatory learning, the teacher sees fit at the time.
Reading:
Fonseca V. 2000. Comportamento adaptativo. Revista de educação especial e reabilitação; 7/1:37-46. Freitas R, Silva M.-R.G. 2018. Athletes’ attitudes about food and supplementation in adapted sports. Desporto e Atividade Física para Todos, Revista científica da Federação Portuguesa de Desporto para Pessoas com Deficiência, 4(1):56-63. Santos S. 2000. Escala de comportamento adaptativo. Revista de educação especial e reabilitação; 7/2: 103-112. Santos S. 2001. Comportamento adaptativo II. Revista de educação especial e reabilitação; 8/1: 73-78. Santos S. 2002. Comportamento adaptativo, qualidade de vida e “self-advocacy”; 9/1-2: 53-63. Santos S. 2003. Comportamento adaptativo e psicomotricidade. A psicomotricidade; I(2): 34-40. Silva, Maria-Raquel G.; Paiva, Teresa. 2015. Sono, Nutrição, Ritmo Circadiano, Jet Lag e Desempenho Desportivo. Lisboa: Federação de Ginástica de Portugal/ IPDJ.