Curricular Unit:			Code:
Theoretical Principles in Special Education and Inclusion			935FTEE
Year:	Level:	Course:	Credits:
1	Master	Educational Sciences: Special Education (Cognitive and Motor Domain)	8 ects
Learning Period:		Language of Instruction:	Total Hours:
Winter Semester		Portuguese	104
Learning Outcomes of the Curricular Unit:
01. Deepen knowledge in the area of ??inclusive education. O2. Develop knowledge about the legal framework of inclusive education. 03. Transmit theoretical models in order to develop educational intervention skills to be adopted to respond to individual differences; O4. Reflect on the importance of organizing networks and partnerships as a fundamental factor for the inclusion and management of resources 5 Recognize students with individual needs O6. Analyze educational intervention in inclusive contexts
Syllabus:
CP1 E.I in Portugal and Europe. Perspectives and models of response to N.I.e to the conceptual frameworks that underlie them. CP2. D.L 54/2018; Scope, principles and rules that guarantee inclusion, as a process to respond to the diversity of needs and potential of all students.CP3 Theoretical framework for the operationalization of the process and decision-making about educational intervention; Methodological options. Educational documents and measures (RTP; PEI: PSI, PIT) .CP4. Work in partnership with the educational community for the quality of life and satisfaction of the stakeholders. Interaction between the school and the different educational agents; E. Multidisciplinary Support for E.I. CP5. Determination of the need for support for learning and inclusion resulting from limitations, disabilities and disadvantages; Development of counseling and pedagogical differentiation techniques. CP6. Universal design for learning. Specific resources to support learning and inclusion
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
O1,2,. It is intended to develop working methods that contribute to the theoretical and legal foundation and the training of knowledge about Inclusion, in order to respond to each and every one, contemplating the multiplicity of the dimensions of the school and the interaction between the same. whose contents are shown in C1,2.O3,4,5,6. Operationalize a model that bets on a culturally significant school built based on differentiated curricular and pedagogical assumptions, with a multilevel approach in relation to all students without exception, whose contents are shown in C3,4,5, 6. These contents are intended to provide educational responses within EI, which implies putting in place a set of organizational, operational, evaluation and support measures that guarantee an adequate response. The cognitive, cultural and experiential specificities of students should be understood as a necessary, but not sufficient, condition to configure an inclusive school.
Teaching Methodologies (Including Evaluation):
The evaluation of students will serve to gauge the effectiveness of the teaching methodologies developed in this U.C. The classes will be of a theoretical nature and will be based on the exhibition, viewing short videos and discussing the contents of the program and solving practical cases. They will be complemented with students' autonomous billing, in real work situation. Emphasis will be placed on promoting constructive learning. The knowledge assessment will consist of the realization of 1 individual written work, about the viewing of a short film (a), during the course of the face-to-face classes and in the preparation of 1 report referring to the practical work carried out (b). The final result (RF) will be obtained using the formula: RF = 50% (a) + 50% (b).
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The development of the classes will take place integrating the teaching methodologies with the fundamental objectives of the UC. The provision of information and scientific and technical knowledge provided for in the objectives will be developed at the beginning of each subject to be addressed, in the classes the relationship with the students' prior knowledge will be established. In these sessions, we intend to develop the students' skills and raise their awareness of the importance of the topics addressed in the current real context, contributing to a better framework and also easier to perceive the objectives that are intended to be achieved. dialogue process in which everyone participates, through their own experience and knowledge leading to the sharing of knowledge, doubts and questions, in order to benefit a motivating and meaningful learning where acquired knowledge can be applied in different contexts and variables. The practical group work required of students will make an important contribution to the achievement of the objectives defined for the UC, providing the understanding and application of the themes under study, as well as the sharing of knowledge between the elements of the group. - The development of the contents follows a theoretical-practical methodology, with spaces for learning and training. Analysis of practical situations (case study and analysis); Development and research of scientific material; The evaluation of students will serve to assess the effectiveness of the teaching methodologies developed.
Reading:
Ainscow, M., & Miles, S. (2013). Desarrollando sistemas de educación inclusiva. Cómo podemos hacer progressar las políticas de educación? In C. Giné (Coord.), D. Duran, J. Font, & E. Miquel, La educación inclusiva. De la exclusion a la plena participación de todo el alumnado. Barcelona: Horsori Editorial, S.L. Carvalho, M. e Freire, J. (2018) .Abordagem multinível na educação : Uma prática integrada na aprendizagem e no comportamento .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 CDE (2015). Multi-Tiered System of Supports (MTSS). Disponível em https://www.cde.state.co.us/mtss Ministério da Educação (2018). Para uma educação inclusiva: Manual de apoio à prática. lisboa: DGIDC.
Lecturer (* Responsible):
João de Almeida (jalmeida@ufp.edu.pt) Luísa Saavedra (mmartins@ufp.edu.pt)