Curricular Unit:			Code:
Curriculum Differences, Assessment, Programming, and Intervention with Children and Young People with Impairments in Cognitive and Motor Domains			935DCAP
Year:	Level:	Course:	Credits:
1	Master	Educational Sciences: Special Education (Cognitive and Motor Domain)	6 ects
Learning Period:		Language of Instruction:	Total Hours:
Spring Semester		Portuguese	78
Learning Outcomes of the Curricular Unit:
O1. Know the disorders, deficiencies and disabilities. O2. Know organizational and pedagogical models of evaluation. O3. Develop and implement intervention programs with a view to organizing responses in the various educational contexts. O4. Develop strategies and activities for Educational Intervention and to support the organization and classroom management of O5 teachers. Know the profile of students leaving compulsory education. 6. Understand the importance of organizing partnerships with parents, teachers and other stakeholders. Use curricular flexibility as a strategy to support the completion of compulsory education.O8. Understand the importance of knowing the individual in the transition from school to post-school life, learning new perspectives of school and professional guidance.O9. Use supported employment as a strategy for personal and social organization and socio-professional integration and support instruments.
Syllabus:
C1. Types of disorders, deficiencies and disabilities.C2. Student assessment (CASE) and data analysis; Students' needs and context; Data collection instruments; Significant evidence; Measures to support learning and inclusion; Adaptations to the evaluation process. Educational Programming, DUA. Application of DUA principles to educational programming, Elaboration of RTP; PEI.C4.5. Classroom intervention, Essential Learning: Strategies and activities; Curriculum Management Measures; Specific resources; Multilevel approach: Impact on educational practices; Student Profile on Leaving Compulsory Education, Learning Support Centers. C6. Inclusive education support team. C7. Curricular differentiation; Differentiation in the classroom Theory of Multiple Intelligences C8. Transition Process from School to After-School Life; Vocational and Professional Guidance. Ecological perspective; Professional Training and Employment. Methodologies; The PIT
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
It is hoped that after this uc the student will know the different types of disorders, deficiencies and disabilities as well as the different perspectives of pedagogical assessment. Characterize and define students' learning profiles, taking into account the student's profile after leaving compulsory schooling, develop and implement differentiated intervention programs with a view to organizing responses in the various educational contexts and even managing the transition process. school for post-school life, through the supported employment methodology, to support students who are included in the additional measures in completing compulsory education and in vocational guidance. ´Thus, it is considered that C1 responds to the 1st objective, that C2 gives relevant information to objective 2, that C3 will respond to objective 3, that C4 and 5 to objectives 4 and 5, C6 to objective 6, C7 to goal7, C8 to goal 8 and C9 to goal 9
Teaching Methodologies (Including Evaluation):
Theoretical presentation supported by audiovisual media with analysis and discussion of legislative documents and framework of the intervention; Reflection on concepts and practices. Analysis and discussion of articles underlying the syllabus. Organization of fieldwork based on analysis of real situations. The sessions will be guided using methodologies and active and dynamic learning strategies, seeking to promote team work processes, in partnership, research and treatment of information, analysis of problems and situations, exchange of experiences, enhancing individual knowledge and even moments of reflection in a large group, from a learning community perspective. The evaluation will be carried out in two moments and will consist of the organization of an individual portfolio referring to the practical work carried out (a) and a group work on one of the themes of the UC (b). The final result (RF) will be obtained through the formula : RF = 60% (a) + 40% (b).
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The commitment to an inclusive school has been successively underlined internationally: Dakar Agreement (UNESCO, 2000), Convention on the Rights of People with Disabilities (UN, 2008), “Lisbon Declaration on Educational Equity” (ISEC, 2015). This commitment reinforces the right of all children and young people to attend the same type of education, regardless of the difficulties they present, and the school must adapt to the various styles and rhythms of learning. This means that the cognitive, cultural and experiential specificities of students should be understood as a necessary, but not sufficient, condition to configure a school that asserts itself as inclusive.Objectives 1, 2 and 3 of mainly theoretical presentation supported by audiovisual media with analysis and discussion of legislative documents, will seek to frame the intervention in the light of the legislation in force; A culturally significant school is built according to other curricular and pedagogical assumptions (DGE, 2018). Ensuring inclusion as a process that aims to respond to the diversity of the needs of each and every student, requires an intervention aimed at increasing participation in learning, school culture and the educational community. In this sense, the mobilization of measures to support learning and inclusion should always be informed in evidence (DGE, 2018). Objectives 4, 5, 6 and 7 fall into this view. A theoretical or practical methodology will be used, but with a mandatory incursion into a regular school, with children and young people with specific needs; With the fulfillment of compulsory education by all students without exception, young people with disabilities, disabilities need to make an effective transition from school to adulthood. This need for students translates into an immense effort by schools in general, professionals in this area and all elements of the educational communities. After the success of this effort, everyone is confronted, including young people and their families, with the ineffectiveness of responses after school, since it seems that these young people only have to return home. But it doesn't have to be that way. Today there are ecological and systemic perspectives of working with these young people that will allow them to face the future in a different way. It is in this huge international movement that is called "Supported employment" that will also be based on part of this curricular unit, seeking to respond to objectives 8 and 9. The methodology used will be theoretical but with presentation of real situations. The learning process can still be distance-oriented through institutional digital communication tools.
Reading:
APA ( 2013) DSM V- Manual de Diagnóstico e Estatística das Perturbações Mentais. Lisboa: Climepsi Editores Carvalho, M. e Freire, J. (2018) . Abordagem multinível na educação : Uma prática integrada na aprendizagem e no comportamento . Webinars DGE. Da inovação ao conhecimento. DGE. Ministério da Educação disponível em https://webinars.dge.mec.pt/webinar/abordagens-multinivel-na-educacao-uma-pratica-integrada-na-aprendizagem-e-no-comportamento DGE ( 2018)- Para uma educação inclusiva: manual de apoio à prática. Disponível em http://www.dge.mec.pt/sites/default/files/EEspecial/manual_de_apoio_a_pratica.pdf Tomlinson; A (2012 ). Diferenciação Pedagógica e Diversidade. Ensino de Alunos em Turmas com Diferentes Níveis de Capacidades. Porto. Porto Editora Wehman, P. (2013). Transition from school to work: Where are we and where do we need to go? Career Development and Transition for Exceptional Individuals, 36(1), 58-66
Lecturer (* Responsible):
Fatima Coelho (fcoelho@ufp.edu.pt)